距離教資筆試出成績(jī)的時(shí)間越來(lái)越近，首先祝刷到這篇文章的所有考生都能成為“過(guò)兒”，順利通過(guò)教資筆試、去嘗到教資面試的苦！

教資面試應(yīng)該如何準(zhǔn)備？教資面試的流程是怎樣的？試講稿應(yīng)該怎么寫？很多小伙伴還是一頭霧水。今天小7就來(lái)給大家盤點(diǎn)一下，教資面試的全流程+語(yǔ)數(shù)英三大主科教案模板+試講模板?。ńㄗh報(bào)考語(yǔ)數(shù)英三大主科的考生收藏哦?。?/p>

?教資面試流程詳解

01 進(jìn)場(chǎng)流程

第一步：進(jìn)入候考室

考生持本人準(zhǔn)考證、身份證、個(gè)人健康證明材料進(jìn)入候考室，個(gè)人健康證明材料依各省要求出示提供。

這個(gè)時(shí)候考生是可以攜帶教材的，但手機(jī)就不要想了，乖乖放在候考室外吧。

另外一定要牢記自己的進(jìn)場(chǎng)時(shí)間，不要遲到！?。∵t到15分鐘，不得參加面試，按“缺考”處理喲！

第二步：分組抽簽

按照考生報(bào)考學(xué)段、報(bào)考科目以及面試室設(shè)置等情況，對(duì)考生進(jìn)行分組，組織各組考生進(jìn)行面試順序抽簽，登記考生抽簽的順序號(hào)，發(fā)放考生抽簽順序號(hào)牌，依照號(hào)牌順序引導(dǎo)考生進(jìn)入抽題室進(jìn)行抽題。

這里要簡(jiǎn)單說(shuō)明下，有些地區(qū)的考區(qū)為了高效，是不需要考生自行抽簽的，考務(wù)組的老師會(huì)提前分好，等大家進(jìn)入候考室后，統(tǒng)一宣讀。

當(dāng)你在候考室的時(shí)候，身邊陸陸續(xù)續(xù)有伙伴被叫走，這是根據(jù)考生分組抽簽的順序號(hào)，并依據(jù)面試進(jìn)程情況，每隔20分鐘左右，分批次叫號(hào)進(jìn)入抽題室。

02 備考環(huán)節(jié)

進(jìn)入備課室之前首先要進(jìn)入抽題室，抽取自己試講的題目。

第一步：進(jìn)入抽題室

抽題室一般會(huì)有兩名負(fù)責(zé)老師，其中一位老師會(huì)核對(duì)你的基本信息與考生清單是否相符，組織簽到并提取系統(tǒng)中你的信息。確認(rèn)無(wú)誤后，會(huì)指導(dǎo)和協(xié)助你登錄面試測(cè)評(píng)軟件系統(tǒng)，同時(shí)監(jiān)督你抽取面試試題（幼兒園類別考生從抽取的2道試題中任選1道）、打印面試試題清單。

另一位老師呢，負(fù)責(zé)維持抽題室考試紀(jì)律，待該批次考生抽題結(jié)束后，統(tǒng)一發(fā)放備課（活動(dòng)設(shè)計(jì)）紙，并告知引導(dǎo)員該考生們要前往的備課室，同時(shí)提醒考生攜帶準(zhǔn)考證、試題清單、備課（活動(dòng)設(shè)計(jì)）紙。

第二步：進(jìn)入備課室

抽完題，會(huì)有老師帶大家進(jìn)到備課室，之后在你的備課紙、《備課時(shí)間登記表》上填寫備課開始時(shí)間，并在備課紙上簽字確認(rèn)。同時(shí)為你安排座位，發(fā)放備課（活動(dòng)設(shè)計(jì)）草稿紙（草稿紙）。

備課總時(shí)間為20分鐘，建議大家寫教案時(shí)注意以下兩點(diǎn)：

① 教案不要面面俱到，無(wú)比詳細(xì)，因?yàn)槟阒挥?0分鐘。建議大家用最快的時(shí)間寫完教案，預(yù)留出最多的時(shí)間快速梳理講課思路；

② 教案的書寫盡量整潔。教案雖不算分值，但一般情況下會(huì)上交考官，多少會(huì)影響考官對(duì)你的印象分。

備課時(shí)間一到，老師就會(huì)提醒你攜帶準(zhǔn)考證、教案（活動(dòng)演示方案）和試題清單，然后帶你去到相應(yīng)的講課教室。

03 面試環(huán)節(jié)（進(jìn)入講課教室）

一般來(lái)說(shuō)，只要你不是本場(chǎng)考試的第一位考生，等你到了講課室門口的時(shí)候會(huì)發(fā)現(xiàn)教室里還有人在試講，這無(wú)疑又為你提供了可以準(zhǔn)備的時(shí)間。

在你之前的考生出來(lái)后，你不要急著進(jìn)，等考官什么時(shí)候說(shuō)“下一位”了，你再敲門進(jìn)。考生進(jìn)入教室后要將準(zhǔn)考證、身份證呈交面試考官，教案是否要提交看考官要求。接下來(lái)就是三個(gè)part的表演時(shí)刻了！

結(jié)構(gòu)化

面試考官通過(guò)面試測(cè)評(píng)系統(tǒng)從試題庫(kù)中隨機(jī)抽取2道規(guī)定問(wèn)題，告知考生問(wèn)題并要求考生開始回答。在評(píng)分表上填寫面試開始時(shí)間，時(shí)間5分鐘左右。

悄悄告訴你，很多考生在回答結(jié)構(gòu)化問(wèn)題時(shí)都會(huì)很緊張，畢竟這是剛剛進(jìn)入陌生環(huán)境，考官們也會(huì)相對(duì)理解，所以對(duì)大家的要求也不會(huì)特別高。給大家兩點(diǎn)建議：

① 回答不用多出彩，但要講邏輯、分層次；

② 切忌說(shuō)不出，也切忌說(shuō)太多，適可而止，不要超時(shí)。

試講

考生開始試講（演示），時(shí)間10分鐘，試講內(nèi)容為某篇教材的片段。試講時(shí)要注意以下幾點(diǎn)：

① 開始試講時(shí)，向考官發(fā)出明確提示——“考生開始試講”。

② 正式開始后，發(fā)出一個(gè)明確的上課口令，示例如下：

【中小學(xué)各科】 “上課！同學(xué)們好，請(qǐng)坐?！?/p>

【幼兒園】“小朋友們好，大家快坐好了，我們馬上要開始做活動(dòng)了?！?/p>

【英語(yǔ)】 “Class begins. Good?morning, boys?and?girls.”

【體育】 “全體集合！體委整隊(duì)！報(bào)數(shù)！”

③ 試講過(guò)程中，聲音要洪亮，語(yǔ)氣要利落，吐字要清晰準(zhǔn)確。

④ 如果你的試講被提前喊停，不一定是你講得不好，而可能是你講得太好了，考官覺(jué)得已經(jīng)抓到了試講的精髓，也會(huì)喊停。但如果你10分鐘了還沒(méi)講完，考官也會(huì)喊停的，建議大家合理安排試講時(shí)間，切記不要超時(shí)。

答辯

面試考官根據(jù)考生試講（演示）情況，提問(wèn)2道問(wèn)題并要求考生回答。時(shí)間5分鐘左右，但一般不會(huì)這么久，兩三分鐘足夠了。

答辯時(shí)要注意：在回答老師的問(wèn)題時(shí)不要急于反駁，遇到刁鉆的問(wèn)題也不要失措，態(tài)度誠(chéng)懇也會(huì)在考官心中加分哦。

以上所有步驟結(jié)束后，你就可以和面試考官再見(jiàn)離開教室了，這也就意味著你的面試結(jié)束了，這里提醒大家不要忘了去物品暫存處拿自己的東西喲！

這整場(chǎng)流程下來(lái)，絕不是20分鐘那么簡(jiǎn)單！

如果你運(yùn)氣夠好，抽簽號(hào)夠靠前，那你的面試可能僅需一個(gè)多小時(shí)；但如果你的運(yùn)氣差強(qiáng)人意，那你光是在候考室候考，可能就要一兩個(gè)小時(shí)，整場(chǎng)試考完不說(shuō)一上午/一下午，可得兩三個(gè)小時(shí)呀::>_<::

建議大家?guī)П瓱崴?，帶點(diǎn)吃的，萬(wàn)一等時(shí)間太久，不至于餓肚子；

另外就是心態(tài)要好，早考晚考都是考，晚考還能再看會(huì)兒書，千萬(wàn)不要因?yàn)榈却龝r(shí)間久，就心煩意亂。

了解了教資面試流程以后，很多小伙伴還有關(guān)于教資面試的其他問(wèn)題，關(guān)于教資面試入門的“掃盲課”，小7已經(jīng)給大家準(zhǔn)備好啦！如果還有教資面試方面的疑問(wèn)，可以直接看這個(gè)免費(fèi)資料包哦▼▼▼

?語(yǔ)數(shù)英三大主科試講模板+示范試講稿（不同學(xué)段）

對(duì)于教資面試來(lái)說(shuō)，最最最重要的就是試講環(huán)節(jié)，甚至可以說(shuō)試講環(huán)節(jié)關(guān)乎你的面試通過(guò)與否。

很多非師范生不會(huì)試講、不知道如何開口講課。小7充分考慮到了大家的困難，準(zhǔn)備了不同學(xué)段的語(yǔ)數(shù)英試講模板+示范試講稿，希望能幫到各位小伙伴！

??語(yǔ)文學(xué)科——

教學(xué)設(shè)計(jì)內(nèi)容主要包括：教學(xué)目標(biāo)、教學(xué)重難點(diǎn)、教學(xué)過(guò)程。其中，教學(xué)目標(biāo)包括知識(shí)與技能目標(biāo)、過(guò)程與方法目標(biāo)和情感態(tài)度與價(jià)值觀目標(biāo)。教學(xué)過(guò)程是教學(xué)設(shè)計(jì)的重點(diǎn)。語(yǔ)文學(xué)科的教學(xué)設(shè)計(jì)包括導(dǎo)入、新授（初讀、析讀、品讀）、課堂小結(jié)、拓展延伸、板書設(shè)計(jì)等。

（一）教學(xué)設(shè)計(jì)模板

1.教學(xué)目標(biāo)

知識(shí)與技能：積累......等詞語(yǔ)。有感情地朗讀課文，品味其優(yōu)美的語(yǔ)言，揣摩精彩句段。把握課文主要內(nèi)容，理解行文思路。

過(guò)程與方法：通過(guò)有感情地誦讀，培養(yǎng)學(xué)生對(duì)語(yǔ)言的感悟能力，品味文章的語(yǔ)言特色，領(lǐng)悟作者的思想感情。采用啟發(fā)式、討論式教學(xué)，培養(yǎng)學(xué)生自主合作探究的能力。

情感態(tài)度與價(jià)值觀：引導(dǎo)學(xué)生體會(huì)... ...感情；培養(yǎng)... ...精神；陶冶... ...情操。

2.教學(xué)重難點(diǎn)

教學(xué)重點(diǎn)：說(shuō)明本課所必須解決的關(guān)鍵性問(wèn)題，是教材中為了達(dá)到教學(xué)目的而著重指導(dǎo)學(xué)生必須熟練掌握的內(nèi)容。

教學(xué)難點(diǎn)：本課學(xué)習(xí)時(shí)易產(chǎn)生困難和障礙的知識(shí)點(diǎn)，就是學(xué)生對(duì)教材中不易理解掌握的地方。

（重難點(diǎn)的確立一定要站在學(xué)生的角度去考慮）

3.教學(xué)過(guò)程

導(dǎo)入環(huán)節(jié)：詩(shī)詞導(dǎo)入，名言導(dǎo)入，歌詞導(dǎo)入、視頻導(dǎo)入等。

講授新課——初讀課文，整體感知

學(xué)生運(yùn)用默讀、輕讀的方式，解決字詞、文學(xué)常識(shí)、內(nèi)容等。要求能讀正確、通順，弄清詞義；思考課文寫了什么內(nèi)容。畫出感動(dòng)（喜歡）的句子，記錄自己感受。

解決字詞等基礎(chǔ)知識(shí)后，可以總結(jié)為：思考文中講述了一個(gè)什么故事？文章是按照什么順序?qū)懙?？畫出自己感受最深的句子，并說(shuō)明理由。

講授新課——研讀課文，細(xì)節(jié)體會(huì)

要求針對(duì)不同教學(xué)內(nèi)容選擇不同的教學(xué)方法，包括如何提問(wèn)、如何啟發(fā)、教師怎么教、學(xué)生怎么學(xué)、詳細(xì)步驟安排、需用時(shí)間等。

講授新課——品讀課文，品情學(xué)法

文章寫的感人至深，你覺(jué)得是哪里寫的好呢？

品手法：比喻、對(duì)比、排比、首位照應(yīng)、說(shuō)明方法、感官等等

品情感：感人、啟發(fā)（聯(lián)系生活實(shí)際）

這首詩(shī)通俗易懂，卻耐人尋味，你認(rèn)為哪里寫的好呢？為什么？

4.鞏固練習(xí)

要求練習(xí)設(shè)計(jì)精巧、有層次、有梯度、有密度，要考慮到進(jìn)行的方式和所需時(shí)間。

討論主旨，聯(lián)系現(xiàn)實(shí)——改寫劇本，小組表演——分享經(jīng)歷，代表匯報(bào)——拓展閱讀，對(duì)比感悟。

5.歸納小結(jié)，聯(lián)系實(shí)際

可以采用教師總結(jié)的方式，也可以用學(xué)生總結(jié)的方式。具體可以根據(jù)教學(xué)需要來(lái)進(jìn)行選擇。

6.拓展延伸，布置作業(yè)

要考慮布置哪些內(nèi)容，需不需要提示或解釋等。

學(xué)科內(nèi)：

識(shí)字寫字——閱讀培養(yǎng)——口語(yǔ)交際——寫作練習(xí)

學(xué)科間：

語(yǔ)言——音樂(lè)美術(shù)——數(shù)學(xué)

行動(dòng)類：

學(xué)科內(nèi)：

（1）識(shí)字寫字：摘抄喜歡的美詞美句。

（2）閱讀培養(yǎng)：搜集......

（3）口語(yǔ)交際：將這篇文章復(fù)述給你的爸爸、媽媽（爺爺奶奶）聽(tīng)。

（4）寫作練習(xí)：想象一下，如果你就是隨作者一同進(jìn)入......的其中一位，那么，步入此情此景的你，當(dāng)時(shí)會(huì)有怎樣的心情呢？

學(xué)科間：

（1）語(yǔ)言：搜集詞匯

（2）音樂(lè)美術(shù)：分享描繪......風(fēng)光的歌曲和畫作

行動(dòng)類：

（1）搜集各民族風(fēng)俗習(xí)慣，小組合作辦一份”......“為主題的板報(bào)。

7.板書設(shè)計(jì)

上課時(shí)準(zhǔn)備寫在黑板上的內(nèi)容。板書要求科學(xué)性、整體性、條理性。

（二）試講模板

問(wèn)候語(yǔ)：各位評(píng)委老師，大家好，我是面試......語(yǔ)文的......號(hào)考生，今天我試講的題目是.......。下面，開始我的試講。

師：上課，同學(xué)們好，請(qǐng)坐！

導(dǎo)入：用詩(shī)詞、視頻、謎語(yǔ)、優(yōu)美的語(yǔ)句、作者介紹、故事等方式導(dǎo)入課題并板書。

初讀：給.......分鐘閱讀課文，從整體上把握文章內(nèi)容，解決幾個(gè)問(wèn)題：字詞、文章內(nèi)容等。

析讀：課文是怎么寫的？用了什么方法？.......是一個(gè)怎樣的人？

賞讀：你覺(jué)得哪些句子寫得好？好在哪里？

小結(jié)：請(qǐng)學(xué)生總結(jié)課堂內(nèi)容，一節(jié)課的時(shí)間，學(xué)到了什么？

布置作業(yè)：寫小片段或者隨文閱讀。

教學(xué)設(shè)計(jì)示例——

小學(xué)語(yǔ)文教學(xué)設(shè)計(jì)《新型玻璃》

（一）教學(xué)目標(biāo)

知識(shí)與技能：正確讀寫、理解陳列、急促、嫌疑、噪音等詞語(yǔ)。正確、流利、有感情地朗讀課文，概括文章的主要內(nèi)容。

過(guò)程與方法：通過(guò)討論與閱讀，準(zhǔn)確把握課文中的說(shuō)明方法，感受說(shuō)明文的語(yǔ)言特點(diǎn)。

情感態(tài)度與價(jià)值觀：了解五種新型玻璃的特點(diǎn)和他們?cè)诂F(xiàn)代化建設(shè)中的重要作用，培養(yǎng)學(xué)科學(xué)、愛(ài)科學(xué)的興趣。

（二）教學(xué)重難點(diǎn)

教學(xué)重點(diǎn)：了解新型玻璃的特點(diǎn)及作用，學(xué)習(xí)作者介紹玻璃的表達(dá)方法進(jìn)行說(shuō)話訓(xùn)練。

教學(xué)難點(diǎn)：能正確區(qū)分特點(diǎn)和作用。學(xué)以致用，啟發(fā)學(xué)生展開想象。

（三）教學(xué)過(guò)程

環(huán)節(jié)一 導(dǎo)入

猜謎語(yǔ)導(dǎo)入：一物生來(lái)兩面光，都愛(ài)用它裝門窗，能擋狂風(fēng)和暴雨，就是不遮光和亮。由此引出《新型玻璃》。

環(huán)節(jié)二 初讀課文，整體感知

（1）字詞掌握

噪音的讀音，嫌疑的書寫。

（2）主要內(nèi)容

主要寫講了變色玻璃、吃音玻璃、夾絲玻璃、夾絲網(wǎng)防盜玻璃、吸熱玻璃的特點(diǎn)和作用。

環(huán)節(jié)三 析讀課文，質(zhì)疑問(wèn)難

請(qǐng)學(xué)生分析夾絲網(wǎng)防盜玻璃這一部分，通過(guò)閱讀課文整理出其自動(dòng)報(bào)警的特點(diǎn)和防盜作用。“作者是直接展開夾絲網(wǎng)防盜玻璃的特點(diǎn)和作用的講解的嗎？”通過(guò)刪例子的方式，讓學(xué)生明確舉例子這種說(shuō)明方法的好處。再給學(xué)生十分鐘的時(shí)間，讓學(xué)生以小組為單位合作討論，說(shuō)一說(shuō)自己最喜歡的玻璃，并繪制其余四種玻璃特點(diǎn)和作用的表格。

環(huán)節(jié)四 重點(diǎn)品讀，領(lǐng)悟感情

讓學(xué)生思考，這篇文章生動(dòng)有趣，主要是得益于什么呢？從說(shuō)明方法、在語(yǔ)言特點(diǎn)上進(jìn)行品析。

環(huán)節(jié)五 課堂小結(jié)，拓展延伸

會(huì)對(duì)本節(jié)課的知識(shí)進(jìn)行歸納和梳理，讓學(xué)生對(duì)本節(jié)課的知識(shí)有一個(gè)更加系統(tǒng)全面的認(rèn)識(shí)。并布置這樣一份作業(yè)：以推銷的身份，為這五種新型玻璃設(shè)計(jì)一段推銷詞。

環(huán)節(jié)六 板書設(shè)計(jì)

小學(xué)語(yǔ)文試講稿《新型玻璃》

尊敬的各位評(píng)委老師，大家上午好，我是面試小學(xué)語(yǔ)文教師的7號(hào)考生，我今天抽到的試講題目是《新型玻璃》，下面，開始我的試講。

（一）導(dǎo)入

師：同學(xué)們，今天我們先來(lái)猜個(gè)謎語(yǔ)：一物生來(lái)兩面光，都愛(ài)用它裝門窗，能擋狂風(fēng)和暴雨，就是不遮光和亮。

師：大家都異口同聲地喊道：“玻璃”，沒(méi)錯(cuò)，就是玻璃。

師：那今天呢，我們就是要來(lái)學(xué)習(xí)一篇描寫玻璃的文章，不過(guò)在這篇文章中，它描寫的不是普通玻璃，而是《新型玻璃》?，F(xiàn)在，就讓我們一同走入課文吧。

（二）初讀

師：首先，老師要給大家十分鐘的時(shí)間，請(qǐng)大家自由的朗讀課文，你可以大聲地朗讀，也可以快速地略讀，還可以靜靜地默讀。同時(shí)邊讀邊思考這樣幾個(gè)問(wèn)題：

問(wèn)題一：標(biāo)記出文中的重點(diǎn)生字詞。

問(wèn)題二：思考這篇文章一共寫了幾種新型玻璃。

師：好，開始你們的朗讀吧。

（接下來(lái)進(jìn)入字詞關(guān)）

師：大家讀書的聲音漸漸小了，看來(lái)大家已經(jīng)解決的差不多了。

師：那我們首先來(lái)解決第一個(gè)問(wèn)題——生字詞。

師：現(xiàn)在，請(qǐng)大家合上課本，老師已經(jīng)將本節(jié)課的生字詞整理到了我們的PPT上，哪位同學(xué)愿意來(lái)為大家朗讀這些生字詞。

師：你的眼神充滿了自信，就你吧。

師：嗯，他讀完了，大家覺(jué)得他讀的怎么樣？是呀，聲音洪亮，字正腔圓。

師：那除了外在的表現(xiàn)，他的發(fā)音都標(biāo)準(zhǔn)嗎？對(duì)，這個(gè)應(yīng)該對(duì)“噪音”，它的聲母應(yīng)該是“z”，是一個(gè)典型的平舌音。來(lái)，我們一起來(lái)讀一遍——噪音。

師：除此之外，還有一個(gè)字的書寫，老師也是要跟大家格外強(qiáng)調(diào)的。對(duì)，就是這個(gè)“藕”。

師：大家仔細(xì)看它的結(jié)構(gòu)，它的偏旁應(yīng)該是上面的“草字頭”，所以在書寫時(shí)，我們要將上面的橫寫的長(zhǎng)一些，下面的部分寫的緊湊些，這樣啊，才會(huì)寫出一個(gè)美觀的“藕”字，來(lái)，拿起筆在你們本子上一起寫一遍。

（接下來(lái)進(jìn)入內(nèi)容關(guān)）

師：解決完字詞關(guān)后，我們來(lái)看下一個(gè)問(wèn)題。

師：這篇文章，主要給我們介紹了幾種新型玻璃呢？

師：哦，有夾絲網(wǎng)防盜玻璃、夾絲玻璃。還有嗎？對(duì)，還有變色玻璃、吸熱玻璃和吃音玻璃。

師：那咱們就按照先后順序，先看前兩種玻璃，也就是“夾絲網(wǎng)防盜玻璃“和”夾絲玻璃?！?/p>

（三）析讀

小組合作討論

師：現(xiàn)在，老師就再給大家十分鐘的時(shí)間，請(qǐng)大家以小組為單位，合作討論，這兩種玻璃的特點(diǎn)的是什么，它們又有著怎樣的作用，好，開始你們懂得討論吧。

師：大家討論的聲音漸漸小了，相信大家已經(jīng)有了答案。

師：那，我們先來(lái)聽(tīng)聽(tīng)第一組同學(xué)的匯報(bào)。

師：你們找到夾絲網(wǎng)防盜玻璃的特點(diǎn)是能夠自動(dòng)報(bào)警。那它的作用呢？嗯，防盜。

師：大家說(shuō)，他們找的對(duì)不對(duì)？嗯，非常的準(zhǔn)確。那現(xiàn)在就在這一段的旁邊，分別標(biāo)記出夾絲網(wǎng)防盜玻璃的特點(diǎn)和作用。

師：在這里，老師又有一個(gè)疑問(wèn)了，作者是直接展開夾絲網(wǎng)防盜玻璃的特點(diǎn)和作用的描寫嗎？

師：哦，大家一致的搖頭，那它先寫的什么呀？

師：對(duì)，先給我們講了一個(gè)犯罪嫌疑人劃破博物館玻璃，結(jié)果玻璃自動(dòng)報(bào)警的故事。

刪減法

師：誒，那作者為什么在這里先寫一個(gè)故事呢？或者說(shuō)，我們能否刪掉這個(gè)故事，直接展開特點(diǎn)和作用的描寫呢？

師：你已經(jīng)迫不及待了，快站起來(lái)吧。

師：哦，他說(shuō)因?yàn)檫@個(gè)例子，他更加真實(shí)的感受到了夾絲網(wǎng)防盜玻璃自動(dòng)報(bào)警的特點(diǎn)，也對(duì)其有了更清晰的認(rèn)識(shí)。

師：其實(shí)呀，這個(gè)故事是運(yùn)用了舉例子的說(shuō)明方法，而它的作用，也正像我們這位同學(xué)所說(shuō)的

——真實(shí)具體的說(shuō)明了夾絲網(wǎng)防盜玻璃自動(dòng)報(bào)警的特點(diǎn)。

師：那這樣的玻璃，我們通常什么地方會(huì)用到呢？

師：哦，大家說(shuō)“博物館、銀行、珠寶店、存放重要圖紙、文件的建筑物”，你們是從課文中獲取的信息。

師：那你們?cè)傧胂?，除了這些地方，還有哪些地方可以用到夾絲網(wǎng)防盜玻璃呢？

師：嗯，有同學(xué)說(shuō)政府機(jī)關(guān)、奢侈品店、超市、商場(chǎng)，非常好，相信在我們以后的生活中，會(huì)越來(lái)越多地看到夾絲網(wǎng)防盜玻璃的身影。

發(fā)揮想象力

師：第三組已經(jīng)一起舉起了手，那就說(shuō)說(shuō)你們的分享吧。

師：嗯，你們找到夾絲玻璃的特點(diǎn)是非常堅(jiān)硬，而它的作用則是——安全可靠。

師：非常的準(zhǔn)確到位。那文中是怎么證明這個(gè)特點(diǎn)和作用的呢？

師：對(duì)，就是這一句——它非常堅(jiān)硬，受到猛擊仍安然無(wú)恙，即使被打碎了，碎片仍然藕斷絲連地粘在一起，不會(huì)傷人。

師：那說(shuō)到這，老師，就要問(wèn)問(wèn)了，“藕斷絲連”是什么意思??？

師：是啊，吃過(guò)藕的同學(xué)都知道，當(dāng)我們將藕折斷時(shí)，還會(huì)有許多連接著未斷開的絲。那在文

指的就是，玻璃雖然破碎，但是會(huì)有很多細(xì)絲將它們連接。

師：大家都說(shuō)“太神奇了”，那現(xiàn)在，老師，就給大家出示一幅圖片。

師：你們看，這就是夾絲玻璃，是不是能夠清晰的看到里面的絲呀。

師：那大家想想，我們?cè)谏钪校裁磿r(shí)候會(huì)運(yùn)用到這種玻璃呢？

師：對(duì)，高層建筑。試想一下，如果是普通玻璃安裝在高層建筑上，一旦破碎，肯定會(huì)劃傷人。但如果是夾絲玻璃，它的“藕斷絲連”恰恰發(fā)揮了安全可靠的巨大作用。

（四）小結(jié)

師：好了，同學(xué)們，這節(jié)課我們初步的理清了文中的五種玻璃，同時(shí)細(xì)致分析了前兩種新型玻璃的特點(diǎn)和作用。其實(shí)另外三種新型玻璃也是非常神奇的，但是由于課上時(shí)間有限，老師在這里呀，就不能為大家贅述了，課下請(qǐng)同學(xué)們繼續(xù)預(yù)習(xí)課文。

師：同時(shí)以小組為單位，完成這樣一個(gè)作業(yè)：加入你是一位推銷員，你將怎樣向顧客介紹你的新型玻璃呢？請(qǐng)大家設(shè)計(jì)一段推銷的話術(shù)，下節(jié)課，我們一起來(lái)進(jìn)行分享。

師：這節(jié)課我們就先上到這里，同學(xué)們，下課！

尊敬的各位評(píng)委老師，以上就是我試講的全部?jī)?nèi)容，現(xiàn)在，我可以擦掉我的板書了嗎？

初中語(yǔ)文《老王》 教案

（一）教學(xué)目標(biāo)

知識(shí)與能力目標(biāo)：理解“取締、愧怍”等詞語(yǔ)，整體把握課文主要內(nèi)容。

過(guò)程與方法目標(biāo)：通過(guò)朗讀和想象，并結(jié)合上下文揣摩本文意味深長(zhǎng)語(yǔ)句的含義，體會(huì)作者遣詞造句的精妙，提高閱讀鑒賞能力。

情感態(tài)度與價(jià)值觀目標(biāo)：體會(huì)作者以善良體察善良的思想感情。

（二）教學(xué)重難點(diǎn)

教學(xué)重點(diǎn)：把握文意，理解詞句，通過(guò)朗讀和想象，并結(jié)合上下文揣摩本文意味深長(zhǎng)語(yǔ)句的含義，體會(huì)作者遣詞造句的精妙，提高閱讀鑒賞能力。

教學(xué)難點(diǎn)：分析老王這一人物形象，體會(huì)作者以善良體察善良的思想感情。

（三）教學(xué)過(guò)程

環(huán)節(jié)一 導(dǎo)入新課

談話導(dǎo)入，自然引出車夫和作家的故事《老王》。

環(huán)節(jié)二 初讀課文，整體感知

（1）掌握字詞

檢查學(xué)生字詞的情況，講解較難理解的“取締、愧怍”等字詞。

（2）整體把握課文的主要內(nèi)容

通過(guò)閱讀，整體把握課文的主要內(nèi)容并歸納走近老王，品味老王，關(guān)注老王，懷念老王這條主要線索。

（板書：走近老王、品味老王，關(guān)注老王，懷念老王）

環(huán)節(jié)三 析讀課文，質(zhì)疑問(wèn)難

（1）老王的“善”與“苦”

給學(xué)生10分鐘時(shí)間讀課文，圈點(diǎn)勾畫出文章中能體現(xiàn)老王苦和善的地方。

（2）作者的“善”

再給學(xué)生10分鐘時(shí)間默讀課文，以小組為單位合作討論交流，用剛才的學(xué)習(xí)方法分析作者的善表現(xiàn)在哪？她是如何關(guān)注老王，懷念老王的。理解課文最后一句話。

環(huán)節(jié)四 品讀課文，領(lǐng)悟升華

質(zhì)疑面對(duì)這些善良而不幸的人，真正應(yīng)該感到愧怍的是誰(shuí)？從而進(jìn)一步挖掘當(dāng)出老王悲慘結(jié)局的社會(huì)根源，再次感受作者所體現(xiàn)的人文關(guān)懷。

環(huán)節(jié)五 課堂小結(jié)，拓展延伸

讀楊絳的《老王》，見(jiàn)于文中寫老王艱難困苦的生活和善良厚道的品格，我們能體察出作者對(duì)不幸者關(guān)愛(ài)的呼吁。的確，正如一位哲人說(shuō)，送人玫瑰，歷久猶有余香。愿我們的真愛(ài)能夠克服現(xiàn)實(shí)世界中太多的自私、冷漠、殘酷，那樣將會(huì)是陽(yáng)光燦爛、春意蕩漾。讓我們?cè)凇蹲屖澜绯錆M愛(ài)》的歌聲中收束本文的學(xué)習(xí)。課后搜集有關(guān)文化大革命的歷史資料，下節(jié)課進(jìn)行分享。

板書設(shè)計(jì)

初中語(yǔ)文試講稿《老王》

尊敬的各位評(píng)委老師大家上午好，我是面試初中語(yǔ)文教師的11號(hào)考生，我今天試講的題目是《老王》，下面開始我的試講：

（一）導(dǎo)入

師：上課，同學(xué)們好！

師：請(qǐng)坐。

師：同學(xué)們，一個(gè)車夫能跟作家成為朋友嗎？

師：有的同學(xué)搖頭，有的同學(xué)點(diǎn)點(diǎn)頭

師：一個(gè)幸運(yùn)的人會(huì)怎樣對(duì)待不幸的人呢？

師：哦，有的同學(xué)說(shuō)拉一把，有的同學(xué)說(shuō)視而不見(jiàn)

師：信賴真的能創(chuàng)造出美好的境界嗎？讓我們帶著這些問(wèn)題打開課本，翻到《老王》。尋找答案。

（二）初讀

師：上節(jié)課老師布置了預(yù)習(xí)課文，現(xiàn)在我們來(lái)檢查一下生字詞的預(yù)習(xí)情況，請(qǐng)看大屏幕

上老師整理好的生字詞，哪位同學(xué)愿意來(lái)讀一讀？

師：你的眼神充滿自信，就你來(lái)吧？

師：大家說(shuō)他讀得怎么樣？

師：哦，聲音洪亮，字正腔圓，那我考考大家取締是什么意思。

師：你說(shuō)是取消，你說(shuō)是禁止，你們都說(shuō)對(duì)了一半，它的意思是明令取消或者禁止。

師：好了，過(guò)了字詞關(guān)之后，給大家十分鐘的時(shí)間自由朗讀課文，不動(dòng)筆墨不讀書，在讀的過(guò)程中用圈點(diǎn)勾畫的方式把握課文的內(nèi)容。用自己的話概括本課講述了什么事情？開始吧。

師：大家讀書的聲音漸漸變小了，看來(lái)問(wèn)題解決的差不多了。

師：誰(shuí)來(lái)說(shuō)說(shuō)這篇課文講述了什么事情呀？

師：你第一個(gè)舉起了小手，請(qǐng)你來(lái)吧！

師：大家說(shuō)他說(shuō)的怎么樣？

師：好，你想來(lái)補(bǔ)充。

師：是呀，你倆真是一對(duì)黃金搭檔呢。本篇課文通過(guò)作者楊絳先生敘寫與車夫老王的交往片段，刻畫了一個(gè)雖然窮苦卑微卻淳樸善良的老王形象，作者用善良體察善良，表達(dá)了對(duì)不幸之人的關(guān)懷。

（三）析讀

師：給大家十分鐘的時(shí)間，以小組為單位合作討論作者是怎樣體現(xiàn)老王的善，又怎樣體現(xiàn)老王的苦的？

師：大家討論的聲音漸漸變小。

師：第一組代表你來(lái)說(shuō)。

師：哦，你說(shuō)老王“愿意給我們帶送”冰塊，車費(fèi)減半；老王送錢先生看病，不要錢，拿了還不大放心。老王受了人家的好處，總也不忘，總覺(jué)得欠了人情。

師：你找得真仔細(xì)，看來(lái)人多力量大，是小組成員齊心協(xié)力的成果！我們一起回到課文再仔細(xì)默讀一遍這幾處。說(shuō)說(shuō)文中哪些句子表現(xiàn)出老王的善。

師：哦，你說(shuō)這句—老王抱著冰上樓，代我們放入冰箱。

師：這句子中的“代”可不可以換成幫或者替？

師：你們一致?lián)u了搖頭，為什么呀？

師：你已經(jīng)迫不及待了，你來(lái)說(shuō)。

師：哦，你說(shuō)這說(shuō)明老王的前任送到家就走了，老王卻不一樣。

師：你體會(huì)的真好，正是一個(gè)代字，表現(xiàn)了老王的細(xì)心和善良。

師：你說(shuō)還有這句—他送的冰比他前任送的大一倍，冰價(jià)相等。

師：哦，你說(shuō)這里說(shuō)明老王送的冰不僅量足，且多得多，價(jià)格還公道。

師：對(duì)呀，不論是老王小小的舉動(dòng)，還是他送來(lái)的貨物，都能看出老王最老實(shí)，很善良。

師：第二組，你們找到了哪些句子表現(xiàn)了老王的善？

師：哦。你說(shuō)這句—他啞著嗓子悄悄問(wèn)我：“你還有錢嗎？”

師：老王啞著嗓子說(shuō)明他拉車?yán)鄣纳ぷ佣济盁熈耍贤躅櫜簧献约悍炊那膯?wèn)作者，生怕被別人聽(tīng)去，讓作者尷尬。

師：沒(méi)錯(cuò)，即使已經(jīng)向作者確認(rèn)了，還是不放心。老王真是太善良了。

師：我們帶著那種不放心的心情再來(lái)齊讀這幾句話！

師：理解之后再讀果然不一樣。

師：第三組你來(lái)說(shuō)說(shuō)老王的苦又是怎么體現(xiàn)的？

師：哦，你說(shuō)老王常有失群落伍的惶恐，表現(xiàn)是什么呀？

師：哦，因?yàn)榈湃喌亩冀M織起來(lái)，但他“腦袋慢”“進(jìn)不去了”成了單干戶。工作上沒(méi)有組織自然惶恐得苦。

師：還有哪體現(xiàn)了老王苦？

師：哦，你說(shuō)老王只有一只眼，另一只是“田螺眼”，瞎的；身體的殘疾折磨著老王，

師：你說(shuō)還有老王住在荒僻塌敗的小屋，生活困窘到了極點(diǎn)。

師：第三組的同學(xué)討論成果也十分細(xì)致。

（四）品讀

師：接下來(lái)讓我們?cè)谠闹姓页鲞@些句子，我請(qǐng)一位同學(xué)來(lái)把這些句子中的“老王”都換成第一人稱“我”，大聲朗讀出來(lái)。

師：好，他讀完了，大家有什么感受呀？

師：你說(shuō)老王太苦了，沒(méi)錢，沒(méi)房，沒(méi)親人，還有殘疾，最后老王連謀生的唯一路子都

被取締了。

師：是呀，老王真苦呀！幾乎所有的不幸都集中在他的身上，可是他卻又是那么好的一個(gè)人。

面對(duì)這樣的老王，幸運(yùn)者是不是會(huì)感到愧怍呢？

（五）小結(jié)

師：課堂的時(shí)間總是短暫的，本節(jié)課我們梳理了課文的主要內(nèi)容，重點(diǎn)分析了老王的善與苦，其實(shí)作者的善良也在文中有所體現(xiàn)，特別是課文最后一句“那是一個(gè)幸運(yùn)的人對(duì)一個(gè)不幸者的愧怍”更是體現(xiàn)了作者寫作本文的旨意。我們今天的課程就到這里，課下同學(xué)們要繼續(xù)預(yù)習(xí)課文。同時(shí)完成搜集有關(guān)文化大革命的歷史資料，下節(jié)課進(jìn)行分享。

師：好，下課，同學(xué)們?cè)僖?jiàn)。

以上就是我試講的所有內(nèi)容，感謝各位評(píng)委老師的耐心聆聽(tīng)?，F(xiàn)在我能擦掉板書了嗎？

板書設(shè)計(jì)

高中語(yǔ)文教案《燭之武退秦師》

（一）教學(xué)目標(biāo)

根據(jù)教材內(nèi)容和學(xué)生情況，設(shè)置如下三維目標(biāo)：

知識(shí)與技能目標(biāo)：能正確理解文中貳、軍等實(shí)詞含義，歸納事件的起因、經(jīng)過(guò)、結(jié)果，把握燭之武勸退秦師的原因。

過(guò)程與方法目標(biāo)：通過(guò)朗讀和想象，并結(jié)合上下文體會(huì)文本結(jié)構(gòu)組織嚴(yán)密，前后照應(yīng)；說(shuō)理精辟，善于辭令的特點(diǎn)，提高閱讀鑒賞能力。

情感態(tài)度與價(jià)值觀：體會(huì)燭之武以國(guó)家利益為重，不計(jì)個(gè)人恩怨，臨危受命的高尚品德，培養(yǎng)學(xué)生愛(ài)國(guó)情懷。

（二）教學(xué)重難點(diǎn)

教學(xué)重點(diǎn)：把握文意，理解詞句，積累文言實(shí)詞、虛詞、詞類活用和文言特殊句式。

教學(xué)難點(diǎn)：分析燭之武這一人物形象，體會(huì)其國(guó)家利益至上的高尚品格。

（三）教學(xué)過(guò)程

環(huán)節(jié)一 導(dǎo)入新課

采用故事導(dǎo)入法 ，一九五五年 ，著名科學(xué)家錢學(xué)森沖破重重阻撓回國(guó)，當(dāng)時(shí)美國(guó)的海軍處長(zhǎng)金波爾說(shuō)：“我寧可把這家伙槍斃了，也不讓他離開美國(guó)，無(wú)論他在哪里，都抵得上五個(gè)師。”一個(gè)人的力量能抵得上五個(gè)師嗎？由此導(dǎo)入《燭之武退秦師》。

環(huán)節(jié)二 初讀課文，整體感知

（1）字詞積累

解決實(shí)詞、虛詞、通假字、古今異義詞、詞類活用和文言特殊句式。

（2）疏通文意

利用工具書，并結(jié)合注釋，大致疏通文意。

（3）復(fù)述故事

請(qǐng)學(xué)生復(fù)述鄭國(guó)被秦晉兩個(gè)大國(guó)包圍，危在旦夕，鄭大夫燭之武奉鄭君之命，成功說(shuō)服秦穆公撤圍的故事梗概。

環(huán)節(jié)三 析讀課文，整體感悟

（1）分析人物形象

用小組合作的方式，根據(jù)課文，討論燭之武的人物形象。

（2）分析燭之武是如何說(shuō)服秦國(guó)國(guó)君退兵的

分析燭之武對(duì)秦伯說(shuō)的那一段話，總結(jié)燭之武是從哪幾個(gè)角度去說(shuō)服秦國(guó)國(guó)君退兵的。

環(huán)節(jié)四 品讀課文，領(lǐng)悟升華

請(qǐng)學(xué)生分角色朗讀燭之武說(shuō)服秦軍的對(duì)話，讓其體會(huì)燭之武說(shuō)理透辟，善于辭令的語(yǔ)言藝術(shù)。理解燭之武不亢不卑，從容辭令，既不刺激對(duì)方，又不失本國(guó)尊嚴(yán)，語(yǔ)言步步深入，層層逼緊，句句打動(dòng)對(duì)方，具有很強(qiáng)的說(shuō)服力。

環(huán)節(jié)五 課堂小結(jié)，拓展延伸

請(qǐng)同學(xué)們聯(lián)系生活想一想身邊有沒(méi)有這樣善于言辭的人，說(shuō)說(shuō)他的故事。并要求學(xué)生課后以小組為單位把課本改寫成劇本，下節(jié)課進(jìn)行分享。

（四）板書設(shè)計(jì)

高中語(yǔ)文《燭之武退秦師》試講稿

尊敬的各位評(píng)委老師，大家上午好，我是面試高中語(yǔ)文教師的7號(hào)考生，我今天抽到的試講題目是《燭之武退秦師》，下面，開始我的試講。

（一）導(dǎo)入

師：由英雄話題導(dǎo)入，自然引出春秋時(shí)期鄭國(guó)的燭之武就是其中之一。今天我們繼續(xù)來(lái)學(xué)習(xí)出自《左傳》的歷史散文《燭之武退秦師》。

（二）初讀

師：上節(jié)課我們共同翻譯了課文，同時(shí)理清了課文的行文思路。

師：那大家還記得這篇文章主要講了一件什么事嘛？

師：你的眼神充滿了自信，就你吧。

師：嗯，他說(shuō)——公元前630年，秦、晉合攻鄭國(guó)，在危難面前，燭之武憑借自己的三寸不爛之舌,終于使秦國(guó)從鄭國(guó)退兵，成功解除了鄭國(guó)的危機(jī)。

師：嗯，你的概括可真全面，看來(lái)，上節(jié)課聽(tīng)的非常認(rèn)真呀。

師：那在講述這個(gè)故事時(shí)，作者都分別講述了什么呢？

師：嗯，有同學(xué)說(shuō)：“先給我們交代了故事發(fā)生的背景，也就是——以其無(wú)禮于晉，且貳于楚也。”那大家還記得這是個(gè)什么句式么？非常好，狀語(yǔ)后置，那它的翻譯是？對(duì)。因?yàn)猷崌?guó)對(duì)晉國(guó)無(wú)禮，并且對(duì)楚國(guó)有二心。

師：然后寫了什么呢？嗯，佚之狐舉薦燭之武，鄭伯勸說(shuō)燭之武出山。

師：還有嗎？對(duì)，就是燭之武成功勸退秦師以及晉侯的退兵。

（三）析讀

師：那這節(jié)課，我們就來(lái)著重分析一下課文的幾個(gè)主要人物，分別是：佚之狐、鄭伯、燭之武

、秦伯、晉侯。

佚之狐

師：我們首先來(lái)看課文出現(xiàn)的第一個(gè)人物，也就是——佚之狐，你們覺(jué)得，他是一個(gè)怎樣的人呢？

師：嗯，你覺(jué)得他在鄭國(guó)很有地位。

師：這是怎么體現(xiàn)出來(lái)的呀？是的，國(guó)家危難之間，鄭伯居然與他商討大計(jì)，看來(lái)，他在鄭國(guó)確實(shí)有著舉足輕重的地位。

師：還有嗎？嗯，你覺(jué)得他是沉著，穩(wěn)重，愛(ài)國(guó)。

師：這又是怎么看出來(lái)的？

師：是呀，兵臨城下，有的人可能都慌了神，而我們這位佚之狐先生，卻鎮(zhèn)定自若，并且堅(jiān)定的說(shuō)——若使?fàn)T之武退秦師，師必退。這份淡定從容可見(jiàn)其并非一般。

鄭伯

師：那鄭伯是怎樣的人呢？

師：哈哈，你說(shuō)他有眼無(wú)珠，這可不是個(gè)好的評(píng)價(jià)，你為什么這么認(rèn)為呢？是啊，燭之武作為一個(gè)人才，早年的時(shí)候卻從未得到重要，嗯，這確實(shí)是鄭伯的疏忽。那他身上就沒(méi)有任何的可取之處了嗎？

師：是啊，他也是個(gè)知錯(cuò)能改，大局為重的人。

師：要不怎么會(huì)在燭之武抱怨：“臣之壯也，猶不如人，今老矣，無(wú)能為也矣”時(shí)，說(shuō)出“是寡人之過(guò)”的話呢。

指導(dǎo)朗讀

師：現(xiàn)在，我們就找兩位同學(xué)，一位同學(xué)讀燭之武的部分，一位同學(xué)讀鄭伯的部分，在朗讀時(shí)一定要體現(xiàn)出燭之武的抱怨、滿腹牢騷和鄭伯的心平氣和。

師：嗯，大家說(shuō)他們讀的怎么樣？

師：是呀，如果在朗讀時(shí)再注意上表情，就更能傳情達(dá)意了，來(lái)，你們兩個(gè)再試試。

師：果然，這次就到位了，好，請(qǐng)坐。

小組合作討論

師：接下來(lái)，我們?cè)賮?lái)看一看——燭之武，文中刻畫燭之武的地方有很多，現(xiàn)在，就請(qǐng)同學(xué)們以小組為單位，合作討論，歸納燭之武是一個(gè)怎樣的人，并說(shuō)明

你的理由。

師：大家討論的聲音漸漸小了，看來(lái)大家已經(jīng)解決的差不多了。

師：第一組，你們覺(jué)得燭之武是個(gè)怎樣的人？

師：哦，愛(ài)國(guó)，有膽識(shí)？這是從哪里體現(xiàn)出來(lái)的呢？

師：看來(lái)你對(duì)這段歷史很了解呀。

師：是的，那個(gè)時(shí)候燭之武已經(jīng)七十多歲了，本該是享受天倫之樂(lè)的年紀(jì)，但他卻依舊愿意為國(guó)效力，而且還從高高的城樓上用繩子吊著下來(lái)，確實(shí)很勇敢。

師：但是在這里，老師覺(jué)得還體現(xiàn)出了燭之武的一個(gè)特點(diǎn)，就是善于抓住機(jī)遇。

師：怎么，大家都被老師說(shuō)迷惑了？

師：大家想想，燭之武為什么偏偏晚上出城，而不是白天呢？

師：因?yàn)橐雇聿灰妆蝗税l(fā)現(xiàn)，而且當(dāng)時(shí)也是大戰(zhàn)在即，戰(zhàn)爭(zhēng)一觸即發(fā)，燭之武正是把握住了關(guān)鍵的時(shí)機(jī)成功勸說(shuō)了秦伯。

歸納

師：第二組，你們覺(jué)得燭之武是個(gè)怎樣的人？

師：哦，卓越的外交才能。

師：我想你肯定想說(shuō)這是通過(guò)勸說(shuō)秦伯體現(xiàn)出來(lái)的。但這可不能說(shuō)服我，你得說(shuō)

得再詳細(xì)點(diǎn)，小組內(nèi)同學(xué)也可以幫他補(bǔ)充。

師：嗯，他說(shuō)燭之武抓住了秦伯的心理，循循善誘，層層遞進(jìn)。

師：所以，在最開始他才向秦伯表明鄭既知亡矣的謙卑。那之后他又說(shuō)了些什么？

師：瞧瞧，這邏輯多清晰呀。

師：沒(méi)錯(cuò)，燭之武就是首先通過(guò)謙卑之態(tài)讓秦伯卸下心理防線，然后分別指出：如果鄭國(guó)滅亡，那只會(huì)對(duì)晉國(guó)有利；如果放棄圍攻鄭國(guó)，則是對(duì)秦國(guó)有利；而且過(guò)去晉國(guó)曾經(jīng)忘恩負(fù)義并不可信。不光如此，試想以后，晉國(guó)肯定會(huì)調(diào)轉(zhuǎn)槍頭攻擊秦國(guó)。

師：所以，如果你是秦伯，你是繼續(xù)與晉國(guó)聯(lián)盟，還是放棄圍攻鄭國(guó)？

師：是啊，肯定是放棄，所以這么看來(lái)，燭之武確實(shí)是個(gè)外交界的天才。

（四） 小結(jié)

師：好了，同學(xué)們，這節(jié)課我們?cè)谏瞎?jié)課翻譯的基礎(chǔ)上，更深一步的分析了文中出現(xiàn)的佚之狐、鄭伯和燭之武，那文中的秦伯和晉侯是什么樣的人呢？這個(gè)問(wèn)題就留給大家課下完成，下節(jié)課我們繼續(xù)來(lái)學(xué)習(xí)。

師：同時(shí)，請(qǐng)同學(xué)們課下完成這樣一份作業(yè)：搜集歷史上其他著名的愛(ài)國(guó)英雄，下節(jié)課我們一起來(lái)進(jìn)行分享。

師：好，同學(xué)們，這節(jié)課我們就先上到這里，下課。

板書設(shè)計(jì)

尊敬的各位評(píng)委老師，以上就是我試講的全部?jī)?nèi)容，感謝各位評(píng)委老師的耐心聆聽(tīng)，現(xiàn)在，我可以擦掉我的板書了嗎？

很多小伙伴想要語(yǔ)文學(xué)科的更多教案示例和模范試講稿，“一起考教師”公眾號(hào)上會(huì)不定時(shí)發(fā)一些，如果需要語(yǔ)文學(xué)科的教案和試講稿集錦，請(qǐng)看下面這個(gè)資料包▼▼▼

??數(shù)學(xué)學(xué)科——

一、數(shù)學(xué)教資面試情況概述

首先在備考數(shù)學(xué)教資面試的時(shí)候一定要注意數(shù)學(xué)學(xué)科的特性：嚴(yán)謹(jǐn)性、全面性。

嚴(yán)謹(jǐn)性：

數(shù)學(xué)教學(xué)內(nèi)容的嚴(yán)謹(jǐn)性，體現(xiàn)在內(nèi)容的科學(xué)性、發(fā)展學(xué)生的邏輯思維能力、合理預(yù)估學(xué)生接受能力。

考生在講解數(shù)學(xué)知識(shí)中相關(guān)的概念、法則、定律、算法、因果關(guān)系等內(nèi)容要做到準(zhǔn)確性。還得保證教學(xué)語(yǔ)言的準(zhǔn)確性，不能含混不清、模棱兩可，需要將文字語(yǔ)言、圖畫語(yǔ)言、符號(hào)語(yǔ)言相結(jié)合保證對(duì)數(shù)字的概念、算式的意義等知識(shí)講解清晰易懂。就好比高中數(shù)學(xué)二面角的概念：從一條直線出發(fā)的兩個(gè)半平面所組成的圖形叫做二面角，而非“兩個(gè)半平面所組成的圖形”。小學(xué)數(shù)學(xué)分?jǐn)?shù)除法的運(yùn)算法則：一個(gè)分?jǐn)?shù)除以一個(gè)不為零的數(shù)等于分?jǐn)?shù)乘這個(gè)數(shù)的倒數(shù)，不能漏掉“不為零”。

全面性：

首先，知識(shí)講解的全面性。需要分別備考小、初、高各學(xué)段的考生們?cè)趥淇紩r(shí)對(duì)各學(xué)段的知識(shí)全面回顧，掌握知識(shí)的分布脈絡(luò)、教學(xué)目標(biāo)、教學(xué)重點(diǎn)等內(nèi)容。比如初中數(shù)學(xué)的“勾股定理”，需講解定理的由來(lái)、內(nèi)容、證明，重點(diǎn)講解面積法的證明推理。

其次，教學(xué)環(huán)節(jié)不缺不漏。每一堂課都應(yīng)該包含四大部分：導(dǎo)入鋪墊、講授新知識(shí)、鞏固應(yīng)用新知和后顧小結(jié)加作業(yè)，而每一部分具體分為幾個(gè)環(huán)節(jié)或用什么方式方法來(lái)實(shí)現(xiàn)則是因人而異。例如講授新知識(shí)部分，可以分為初步提出概念和深化講解概念重點(diǎn)兩個(gè)環(huán)節(jié)。

最后，關(guān)注每一個(gè)不同層次的學(xué)生。每個(gè)班里，學(xué)生的學(xué)習(xí)情況都參差不齊。老師在講授知識(shí)時(shí)，無(wú)論是問(wèn)題的設(shè)置還是同學(xué)們的參與，關(guān)注到全體學(xué)生。比如在提出問(wèn)題時(shí)，有學(xué)生能回答，有學(xué)生回答不出來(lái)，教師加以引導(dǎo)最終幫助不懂的學(xué)生理解知識(shí)。

其次我們需要在備考數(shù)學(xué)教資面試的時(shí)候需要注意數(shù)學(xué)的趣味性，課堂有趣了，學(xué)生才愿意聽(tīng)，愿意學(xué)。

在教學(xué)時(shí)應(yīng)多從學(xué)生的情感體驗(yàn)出發(fā)，從教學(xué)方法、教學(xué)過(guò)程這兩大板塊下功夫，設(shè)計(jì)趣味性的數(shù)學(xué)課堂。

教學(xué)方法：在教學(xué)過(guò)程中，以學(xué)生為主體。在選取教學(xué)方法時(shí)應(yīng)采取靈活多樣的教學(xué)方法。有講解法、談?wù)摲?、演示法、?shí)驗(yàn)法、練習(xí)法、小組教學(xué)法、情境教學(xué)法、游戲法、任務(wù)驅(qū)動(dòng)法等。一般來(lái)說(shuō)，建議一節(jié)課中選取3~4種方法相結(jié)合的開展教學(xué)活動(dòng)。在小學(xué)數(shù)學(xué)教學(xué)中，建議選取講解法、情境教學(xué)法、實(shí)驗(yàn)法、游戲法等方法。在初高中的教學(xué)中，建議選取講解法、練習(xí)法、小組教學(xué)法、任務(wù)驅(qū)動(dòng)法等方法。

教學(xué)過(guò)程：在教學(xué)過(guò)程中，應(yīng)注重突出重點(diǎn)，條理清晰，緊湊合理。各項(xiàng)活動(dòng)的安排也注重互動(dòng)、交流，最大限度的調(diào)動(dòng)學(xué)生課堂的積極性、主動(dòng)性，分為導(dǎo)入新課—新課教學(xué)—鞏固提高—小結(jié)作業(yè)這四大部分。

①導(dǎo)入新課應(yīng)注重針對(duì)性、啟發(fā)性、簡(jiǎn)潔性、直觀性、趣味性，可以選直接導(dǎo)入、溫故知新導(dǎo)入、生活實(shí)例導(dǎo)入、設(shè)置疑問(wèn)導(dǎo)入、實(shí)驗(yàn)導(dǎo)入、游戲?qū)氲确椒?。比如小學(xué)、初中的內(nèi)容與生活相關(guān)性較大，像各類數(shù)、三角形、方程解決實(shí)際問(wèn)題等，可多采取生活實(shí)例、設(shè)置疑問(wèn)、實(shí)驗(yàn)、游戲等方法。高中知識(shí)偏理論化，比如函數(shù)、算法、圓錐曲線等，可多采取直接、溫故知新、設(shè)置疑問(wèn)等方法;

②新課教學(xué)則應(yīng)該注重講解知識(shí)時(shí)思路清晰且節(jié)奏恰當(dāng)、突出重點(diǎn)及突破難點(diǎn)、合理設(shè)置多樣化的互動(dòng)、對(duì)學(xué)生的表現(xiàn)多樣評(píng)價(jià)，以上的這些都是缺一不可的?；?dòng)的方式可以有小組討論、動(dòng)手實(shí)驗(yàn)、任務(wù)解決等;

③鞏固提高應(yīng)注重需要記憶、理解、掌握的知識(shí)點(diǎn)利用解決問(wèn)題或開展活動(dòng)等方式來(lái)檢驗(yàn)學(xué)生對(duì)于本節(jié)課知識(shí)的掌握情況，比如小組競(jìng)賽、游戲等;

④小結(jié)作業(yè)則要注意采取總結(jié)式、承前啟后式、懸念式、對(duì)比式等方式讓學(xué)生多反饋他們對(duì)于知識(shí)的吸收情況，而作業(yè)則多建議以活動(dòng)、口頭作業(yè)等非書面的作業(yè)為主。

二、小學(xué)數(shù)學(xué)教資面試真題示范（附試講稿+教案）

1.真題呈現(xiàn)(小學(xué)數(shù)學(xué))

小數(shù)教資面試真題《小數(shù)的意義》小數(shù)教資面試真題《小數(shù)的意義》

2.試講稿

《小數(shù)的意義》試講稿

我的問(wèn)題回答完畢，下面開始我的試講。

師：同學(xué)們，想玩游戲嗎？都想啊，好，我們今天來(lái)玩一個(gè)猜數(shù)字的游戲。老師剛才買了一本筆記本，猜一猜，我花了多少錢？你說(shuō)，2元5角，多少元呢？2.5元，再來(lái)，猜一猜老師的身高多少米？1米6，對(duì)1.6米。猜一猜自制數(shù)位表的長(zhǎng)和寬是多少？你來(lái)說(shuō)，寬15厘米，長(zhǎng)25厘米，這是我們猜出來(lái)的，怎么驗(yàn)證咱們的猜測(cè)是否正確呢？你們有什么辦法？量一量，很好，老師提前量好了，來(lái)看看與我們猜的一樣嗎？還有什么發(fā)現(xiàn)？都是用小數(shù)表示的，這節(jié)課，我們繼續(xù)深入學(xué)習(xí)小數(shù)的知識(shí)。

師：為了幫助大家認(rèn)識(shí)小數(shù)，老師帶來(lái)了這個(gè)，誰(shuí)認(rèn)識(shí)？對(duì)啦，米尺非常準(zhǔn)確，我們把一米的尺子平均分成了10份，請(qǐng)同學(xué)們想一想，每一份應(yīng)該是多長(zhǎng)，對(duì)，1分米，如何用米做單位，寫成分?jǐn)?shù)是多少？寫成小數(shù)是多少？思考一下，你來(lái)說(shuō)，分?jǐn)?shù)1/10 小數(shù)0.1，很好，如果是3分米、7分米呢？用分?jǐn)?shù)和小數(shù)又該怎么表示呢？請(qǐng)同學(xué)們自己思考獨(dú)立完成課本中的內(nèi)容。完成了嗎？誰(shuí)說(shuō)說(shuō)看？3分米就是3/10米，也是0.3米；7分米就是7/10米，也是0.7米，好，0.3米里面有幾個(gè)0.1？，0.7米里面有幾個(gè)0.1？仔細(xì)觀察每組分?jǐn)?shù)和小數(shù)，你發(fā)現(xiàn)了什么？可以和同桌說(shuō)一說(shuō)，你來(lái)說(shuō)說(shuō)你的發(fā)現(xiàn)：分?jǐn)?shù)分母都是10，都是零點(diǎn)幾的小數(shù)。

師：你們已經(jīng)發(fā)現(xiàn)了，像0.1、0.3、0.7這樣的小數(shù)，小數(shù)點(diǎn)右邊有一位小數(shù)，我們稱它為一位小數(shù)，什么樣的分?jǐn)?shù)可以寫成一位小數(shù)？對(duì)了，分母是10的分?jǐn)?shù)，可以寫成一位小數(shù)。也就是十分之幾，可以寫成一位小數(shù)，很正確，我們把分母是10的分?jǐn)?shù)寫成了一位小數(shù)，那兩位小數(shù)呢？

師：我們剛才把1米的尺子平均分成10份，每一份是1分米，如果把每一份再平均分成10份，想想我把1米的尺子平均分成了多少份，你來(lái)說(shuō)。100份

師：我們把1米的尺子平均分成100份，現(xiàn)在來(lái)看放大圖，請(qǐng)想一想，把1米的尺子平均分成100份，用米做單位，每一份是多長(zhǎng)？每一份寫成分?jǐn)?shù)是多少？寫成小數(shù)是多少？如果繼續(xù)平分，將1米平均分成1000份，用米做單位，一份可以怎么表示？先獨(dú)立思考然后在前后小組內(nèi)討論并完成課本中的內(nèi)容。討論完了嗎？你代表你們小組來(lái)匯報(bào)一下。把1米平均分成100份，每一份是1厘米，用分?jǐn)?shù)表示是1/100米，用小數(shù)表示是0.01米。4厘米用分?jǐn)?shù)和小數(shù)怎么表示？那8厘米呢？你來(lái)補(bǔ)充。哪個(gè)小組探究了平均分成1000份的，其中的1份用分?jǐn)?shù)怎樣表示？用小數(shù)怎樣表示？

生：1/1000米；0.001米

師：除了這些你們?cè)谟懻摰倪^(guò)程中還發(fā)現(xiàn)了什么？你來(lái)說(shuō)說(shuō)看，分母是100的分?jǐn)?shù)，可以寫成兩位小數(shù)。也就是百分之幾，可以寫成兩位小數(shù)，真會(huì)歸納，還有呢？你補(bǔ)充，分母是1000的分?jǐn)?shù)，寫成了三位小數(shù)。結(jié)合上面的探究誰(shuí)能幫老師總結(jié)一下，什么樣的分?jǐn)?shù)可以用小數(shù)表示？分母是10、100、1000??這樣的分?jǐn)?shù)可以用小數(shù)表示。這些小數(shù)的計(jì)數(shù)單位分別是多少？每相鄰的兩個(gè)計(jì)數(shù)單位之間的進(jìn)率是多少？可以和你的同桌進(jìn)行交流，也可以閱讀課本中的相關(guān)內(nèi)容。讀完了嗎？你來(lái)說(shuō)說(shuō)你的發(fā)現(xiàn)，一位小數(shù)表示十分之幾，十分之幾的計(jì)數(shù)單位是十分之一。可以再進(jìn)一步說(shuō)說(shuō)嗎？你來(lái)補(bǔ)充，那么一位小數(shù)的計(jì)數(shù)單位就是十分之一，寫作0.1。同理兩位小數(shù)、三位小數(shù)呢？對(duì)啦，計(jì)數(shù)單位分別是0.01、0.001。好，它們每相鄰兩個(gè)計(jì)數(shù)單位間的進(jìn)率是多少？是10，非常的好我們今天再一次深入研究了小數(shù)，誰(shuí)能說(shuō)說(shuō)今天都學(xué)習(xí)到了什么知識(shí)，想一想，你來(lái)說(shuō)，很好，認(rèn)識(shí)一位小數(shù)兩位小數(shù)怎么來(lái)的，還有呢？相鄰兩位小數(shù)的進(jìn)率。很好。我們今天的課就學(xué)到這里，好下課。謝謝各位評(píng)委老師，我的試講到此結(jié)束，我可以檫黑板嗎？

3.教案

《小數(shù)的意義》教案

一、教學(xué)目標(biāo)

知識(shí)與技能目標(biāo)：理解并掌握小數(shù)的意義，掌握小數(shù)與十進(jìn)制分?jǐn)?shù)之間的關(guān)系。

過(guò)程與方法目標(biāo)：發(fā)展學(xué)生觀察能力和類比推理能力

情感態(tài)度與價(jià)值觀目標(biāo)：體驗(yàn)數(shù)學(xué)學(xué)習(xí)的樂(lè)趣

二、教學(xué)重點(diǎn)：小數(shù)意義的探究過(guò)程

三、教學(xué)難點(diǎn)：相鄰兩個(gè)計(jì)數(shù)單位間的進(jìn)率

四、教學(xué)過(guò)程

教學(xué)過(guò)程

一、游戲?qū)?/p>

創(chuàng)設(shè)猜數(shù)字游戲

二、探究交流，獲取新知

1．探索一位小數(shù)的意義

把1米平均分成10份取其中的1份，以米為單位怎么表示，用小數(shù)的呢？

2．認(rèn)識(shí)二、三位小數(shù)

每一份是多長(zhǎng)？每一份寫成分?jǐn)?shù)是多少？寫成小數(shù)是多少？

3．認(rèn)識(shí)計(jì)數(shù)單位和進(jìn)率

這些小數(shù)的計(jì)數(shù)單位分別是多少？每相鄰的兩個(gè)計(jì)數(shù)單位之間的進(jìn)率是多少？

三、 鞏固新知

做一做

四、小結(jié)：這節(jié)課你們有什么收獲？

五、布置作業(yè)

完成練習(xí)冊(cè)的第一題和第二題。

三、初中學(xué)數(shù)學(xué)教資面試真題示范（附試講稿+教案）

1.真題呈現(xiàn)（初中數(shù)學(xué)）

《用頻率估算概率》

2.試講稿

《用頻率估算概率》——試講稿

3.教案

《用頻率估計(jì)概率》——教案

一．教學(xué)目標(biāo)：

知識(shí)與技能目標(biāo)：能夠通過(guò)試驗(yàn)獲得事件發(fā)生的頻率，并通過(guò)大量重復(fù)試驗(yàn)，讓學(xué)生體會(huì)到隨機(jī)事件內(nèi)部所蘊(yùn)涵的客觀規(guī)律——頻率的穩(wěn)定性. 知道大量重復(fù)試驗(yàn)時(shí)頻率可作為事件發(fā)生概率的估計(jì)值.

結(jié)合生活實(shí)例，能進(jìn)一步明晰頻率與概率的區(qū)別與聯(lián)系，了解用頻率估計(jì)概率的方法與列舉法求概率的區(qū)別，并能夠通過(guò)對(duì)事件發(fā)生頻率的分析，估計(jì)事件發(fā)生的概率.

過(guò)程與方法目標(biāo)：在經(jīng)歷用試驗(yàn)的方法探究概率的過(guò)程中，培養(yǎng)學(xué)生的動(dòng)手能力、處理數(shù)據(jù)的能力，進(jìn)一步增強(qiáng)統(tǒng)計(jì)意識(shí)、發(fā)展概率觀念，

情感態(tài)度與價(jià)值觀：了解用頻率估計(jì)概率的必要性和合理性培養(yǎng)學(xué)生實(shí)事求是的態(tài)度、勇于探索的精神及交流與協(xié)作精神.

二、教學(xué)重難點(diǎn)：

教學(xué)重點(diǎn)：了解用頻率估計(jì)概率的必要性和合理性.

教學(xué)難點(diǎn)：大量重復(fù)試驗(yàn)得到頻率穩(wěn)定值的分析，對(duì)頻率與概率之間關(guān)系的理解.

三、教學(xué)過(guò)程：

（一）情景引入：

問(wèn)題1：投擲一枚質(zhì)地均勻的硬幣時(shí)，結(jié)果“正面向上”的概率是多少？

答：0.5

問(wèn)題2：周末，縣體育館有一場(chǎng)精彩的籃球比賽，我手中有一張球票，小強(qiáng)和小明都是班上籃球迷，兩人都想去，我很為難，不知給誰(shuí)，請(qǐng)大家?guī)臀蚁雮€(gè)辦法解決這個(gè)問(wèn)題。

方案： 抓鬮、擲硬幣等

問(wèn)題3：為什么要用抓鬮、擲硬幣的方法呢？

理由：這樣做公平。能保證小強(qiáng)和小明得到球票的可能性一樣大，即得票概率相同。

問(wèn)題4：（既然擲硬幣機(jī)會(huì)均等）

若投擲10次硬幣，是否一定是5次正面向上？投擲50次，100次……？

在此基礎(chǔ)上，導(dǎo)出課題實(shí)驗(yàn).

（二）試驗(yàn)探究

1．個(gè)人試驗(yàn)一（擲硬幣試驗(yàn)）

　?。?）拋擲要求：①拋擲時(shí)請(qǐng)將書本文具收入課桌內(nèi)；②兩人一組合，完成25次拋擲，一人拋一人畫“正”記數(shù)，拋擲一次劃記一次，“正面向上”一次劃記一次；③拋的高度要達(dá)到自己坐姿的頭頂高度，若硬幣掉在地上，本次不作記錄.

表1（個(gè)人拋擲情況統(tǒng)計(jì)表）

2.分組統(tǒng)計(jì)

（2）組長(zhǎng)職責(zé)：①檢查組員拋擲是否符合要求；②收集本組數(shù)據(jù)，把數(shù)據(jù)錄入拋擲情況表2. 全班共同填寫硬幣拋擲統(tǒng)計(jì)表（表3），將第1組數(shù)據(jù)填在第一列，第1、2組的數(shù)據(jù)之和填在第二列，……8個(gè)組的數(shù)據(jù)之和填在第8列.

表2（小組拋擲情況統(tǒng)計(jì)表）

3.數(shù)據(jù)累加

表3（硬幣拋擲統(tǒng)計(jì)表）

問(wèn)題5：分析試驗(yàn)結(jié)果及史上數(shù)學(xué)家大量重復(fù)試驗(yàn)數(shù)據(jù)，大家有何發(fā)現(xiàn)？

4、分析數(shù)據(jù)

全班填寫表3得到硬幣正面向上頻率的同時(shí)，教師在黑板上繪制折線圖，完成后教師提問(wèn)：

①隨著拋擲次數(shù)的增加，“正面向上”的頻率在數(shù)字 0.5 的左右擺動(dòng)？

②隨著拋擲次數(shù)的增加，“正面向上”的頻率在 0.5 的左右擺動(dòng)幅度有何規(guī)律？

接下來(lái)，我們?cè)黾釉囼?yàn)次數(shù)，看看有什么新的發(fā)現(xiàn)，歷史上有許多數(shù)學(xué)家為了弄清其中的規(guī)律，曾堅(jiān)持不懈的做了成千上萬(wàn)次的擲硬幣試驗(yàn).

觀察大屏幕上的折線圖2：

③請(qǐng)大家分析，兩個(gè)折線圖反映的規(guī)律有何區(qū)別？什么原因造成了不同？

學(xué)生得出：圖一，試驗(yàn)次數(shù)少一些，“正面向上”的頻率在 0.5 左右擺動(dòng)的幅度大一些.

④你們認(rèn)為出現(xiàn)的規(guī)律與試驗(yàn)次數(shù)有何關(guān)系？

（試驗(yàn)次數(shù)越多頻率越接近 0.5 ，即頻率穩(wěn)定于概率.）

⑤數(shù)學(xué)家為什么要做那么多試驗(yàn)？

試驗(yàn)次數(shù)越多，頻率值越穩(wěn)定且越靠近概率值。

⑥當(dāng)“正面向上”的頻率逐漸穩(wěn)定到0. 5時(shí)，“反面向上”的頻率呈現(xiàn)什么規(guī)律？概率與頻率穩(wěn)定值的關(guān)系是什么呢？

設(shè)計(jì)意圖：已知概率的情況下引入試驗(yàn)，基于以下原因：（1）拋擲硬幣試驗(yàn)所需條件容易實(shí)現(xiàn)，可操作性強(qiáng)；（2）硬幣試驗(yàn)歷史上積累了大量數(shù)據(jù)，更有利于問(wèn)題的說(shuō)明；（3）用頻率估計(jì)概率可以和前兩節(jié)學(xué)習(xí)的概率的古典定義統(tǒng)一，兩種不同的方法求得的是同一個(gè)概率，且概率的統(tǒng)計(jì)定義比古典定義更具一般性.

（三）揭示新知

問(wèn)題6：為什么可以用頻率估計(jì)概率？

答：實(shí)際上，從長(zhǎng)期實(shí)踐中，人們觀察到，對(duì)于一般的隨機(jī)事件，在做大量重復(fù)試驗(yàn)時(shí)，隨著試驗(yàn)次數(shù)的增加，一個(gè)事件出現(xiàn)的頻率，總在一個(gè)固定數(shù)的附近擺動(dòng)，顯示出一定的穩(wěn)定性。

教師歸納：頻率具有穩(wěn)定性

注意：

1、概率是事件在大量重復(fù)試驗(yàn)中頻率逐漸穩(wěn)定到的值，即可以用大量重復(fù)試驗(yàn)中事件發(fā)生的頻率去估計(jì)得到事件發(fā)生的概率，但兩者不能簡(jiǎn)單地等同。

2、用頻率估計(jì)概率的方法，主要適合試驗(yàn)的所有可能結(jié)果不是有限個(gè)，或者各種可能結(jié)果發(fā)生的可能性不相等的隨機(jī)事件。

問(wèn)題7：隨機(jī)事件的概率P（A）有什么范圍？對(duì)一個(gè)隨機(jī)事件A，用頻率估計(jì)的概率P（A）可能小于0嗎？可能大于1嗎？

答：不可能，概率值一定在0-1之間。

（四）鞏固練習(xí)：教材p142頁(yè)練習(xí)1。

問(wèn)題7：“搶”某射擊運(yùn)動(dòng)員在同一條件下的射擊成績(jī)記錄如下：

①計(jì)算表中相應(yīng)的“射中9環(huán)以上”的頻率（精確到0. 01）；

②這些頻率穩(wěn)定在哪一個(gè)常數(shù)附近？

③根據(jù)頻率的穩(wěn)定性，估計(jì)這名運(yùn)動(dòng)員射擊一次時(shí)“射中9環(huán)以上”的概率（精確到0. 1）.

設(shè)計(jì)意圖：通過(guò)對(duì)生活中實(shí)例的辨析，進(jìn)一步揭示概率的內(nèi)涵──概率是針對(duì)大量重復(fù)試驗(yàn)而言的，大量重復(fù)試驗(yàn)反映的規(guī)律并非在每一次試驗(yàn)中反映出來(lái). 反過(guò)來(lái)，試驗(yàn)次數(shù)太少時(shí)，有時(shí)不能合理估計(jì)概率.

（五）總結(jié)反思

問(wèn)題9：

通過(guò)本節(jié)課的學(xué)習(xí)，你有哪些收獲？

（學(xué)生談本節(jié)課的學(xué)習(xí)感受，概括本節(jié)課學(xué)習(xí)的主要內(nèi)容，并揭示蘊(yùn)涵的數(shù)學(xué)思想方法等）.

（六）課后作業(yè)：

一.在一個(gè)不透明的盒子里裝有一些只有顏色不同的黑，白兩種球共40個(gè)，小亮做摸球試驗(yàn)，他將盒子里球隨機(jī)摸出一個(gè)記下顏色，再放回，不斷重復(fù)試驗(yàn)，下表為統(tǒng)計(jì)數(shù)據(jù)：

(1)請(qǐng)估計(jì)：當(dāng)n很大時(shí)，摸到白球的頻率將會(huì)接近 。（精確到0.1）

（2）假如你摸一次，你摸到白球的概率p（白球）=

（3）試估計(jì)盒子里黑.白兩種球各有多少個(gè)？

二.設(shè)計(jì)擲圖釘試驗(yàn)方案，估計(jì)“圖釘釘尖朝上”的概率。

四、高中數(shù)學(xué)教資面試真題示范（附試講稿+教案）

1.真題呈現(xiàn)（高中數(shù)學(xué)）

《幾何概型》

2.試講稿

《幾何概型》——試講稿

尊敬的各位評(píng)委老師，大家下午好，我抽到的試講題目是《幾何概型》，下面開始我的試講。

同學(xué)們上課，同學(xué)們請(qǐng)坐，同學(xué)們請(qǐng)看大屏幕，這是某商場(chǎng)在國(guó)慶節(jié)開業(yè)當(dāng)天的火爆場(chǎng)景，商場(chǎng)正在舉辦抽獎(jiǎng)活動(dòng)，顧客隨意擲兩顆骰子，如果點(diǎn)數(shù)之和等于5，則會(huì)獲得精美獎(jiǎng)品一份，問(wèn)顧客能得到獎(jiǎng)品的概率是多少？同學(xué)們思考一下，老師請(qǐng)一位同學(xué)來(lái)回答，來(lái)，第三排穿紅色上衣的男同學(xué)你來(lái)說(shuō)，好，請(qǐng)坐，他說(shuō)答案1/9，怎么得出這個(gè)結(jié)果的呢，對(duì)，有同學(xué)說(shuō)利用古典概型概率公式計(jì)算得到的，同時(shí)擲兩個(gè)骰子的結(jié)果共有36種，點(diǎn)數(shù)之和等于5的情況有4種，因此根據(jù)公式計(jì)算可得

。這是我們上節(jié)課學(xué)習(xí)過(guò)的古典概型，看來(lái)大家都掌握的非常好，繼續(xù)看大屏幕，為了增加趣味性，商場(chǎng)又準(zhǔn)備了兩個(gè)轉(zhuǎn)盤，甲乙兩人玩轉(zhuǎn)盤游戲，規(guī)定當(dāng)指針指向B區(qū)域時(shí)，甲獲勝，否則乙獲勝，這兩種情況下分別求甲獲勝的概率是多少？

這個(gè)問(wèn)題，大家思考一下如何來(lái)解決，還能不能用我們學(xué)過(guò)的知識(shí)計(jì)算出結(jié)果呢？

同學(xué)們觀察這個(gè)轉(zhuǎn)盤，求出甲獲勝的概率貌似古典概型，但是由于這個(gè)問(wèn)題中的基本事件應(yīng)該是“指針指向的位置”，而不是“指針指向的區(qū)域”，因此就有無(wú)限多種可能，不滿足有限性的特點(diǎn)，所以不能用古典概型解決問(wèn)題，在特定情況下，我們可以用幾何概型來(lái)計(jì)算試講發(fā)生的概率，也就是我們今天要學(xué)習(xí)的內(nèi)容。

繼續(xù)來(lái)看這個(gè)轉(zhuǎn)盤，整個(gè)轉(zhuǎn)盤有六個(gè)區(qū)域，B區(qū)域占了其中的三份，只要指針落在B區(qū)域，甲就獲勝，這樣（1）轉(zhuǎn)盤中，甲獲勝概率是不是就是3/6，也就是1/2，以轉(zhuǎn)盤（2）為游戲工具時(shí)，同理，得到甲獲勝的概率為3/5，這個(gè)實(shí)例說(shuō)明了什么問(wèn)題呢？

兩個(gè)轉(zhuǎn)盤中字母B所在區(qū)域的方向、位置都有所變化，但是計(jì)算概率的時(shí)候有沒(méi)有考慮位置的因素呢，對(duì)，沒(méi)有，而事實(shí)上，甲獲勝的概率與字母B所在扇形區(qū)域的圓弧的長(zhǎng)度有關(guān)，而與字母B所在區(qū)域的位置無(wú)關(guān)，只要字母B所在扇形區(qū)域的圓弧的長(zhǎng)度不變，不管這些區(qū)域是相鄰，還是不相鄰，甲獲勝的概率是不變的。

如果每個(gè)事件發(fā)生的概率只與構(gòu)成該事件區(qū)域的長(zhǎng)度（面積或體積）成比例，則稱這樣的概率模型為幾何概率模型，簡(jiǎn)稱幾何概型。古典概型有計(jì)算公式，同樣幾何概型也有計(jì)算公式：

因此，設(shè)圖中轉(zhuǎn)盤游戲中圓周的長(zhǎng)度為1，那么游戲中的概率就可以進(jìn)行計(jì)算，老師請(qǐng)兩位同學(xué)分別在黑板中寫出計(jì)算過(guò)程和結(jié)果，其他同學(xué)自己在作業(yè)本上寫出。都寫完了吧，來(lái)看黑板上的答案，（1）中，

在（2）中，

，跟你們計(jì)算的都一樣嗎，對(duì)，非常好，有了這個(gè)計(jì)算，下面老師再考考你們，大屏幕中這個(gè)題目，一起來(lái)看一下，某人午覺(jué)醒來(lái)，發(fā)現(xiàn)表停了，他打開收音機(jī)，想聽(tīng)電臺(tái)報(bào)時(shí)，求他等待的時(shí)間不多于10分鐘的概率。他在一個(gè)小時(shí)內(nèi)打開收音機(jī)的概率可能是一樣的，但是這個(gè)時(shí)間里有無(wú)窮多個(gè)時(shí)間，顯然用古典概型解決不了這個(gè)問(wèn)題，那我們是否可以用幾何概型公式計(jì)算呢，我們知道電臺(tái)報(bào)時(shí)有頻率的，所以他在哪個(gè)時(shí)間段打開收音機(jī)的概率只與該時(shí)間段的長(zhǎng)度有關(guān)，與時(shí)間段的位置無(wú)關(guān)，所以可以用幾何概型來(lái)計(jì)算，設(shè)A集合是等待的時(shí)間不多于10分鐘，事件A恰好是打開收音機(jī)的時(shí)刻位于[50,60]時(shí)間段內(nèi)，因此用公式直接求解得到：

，也就是等待報(bào)時(shí)的時(shí)間不超過(guò)10分鐘的概率為1/6。

好，這節(jié)課上到這時(shí)間已經(jīng)差不多了，回顧一下這節(jié)課你學(xué)到了什么？左邊靠窗戶那位女同學(xué)你回答一下，恩，她說(shuō)學(xué)會(huì)了古典概型的意義及公式應(yīng)用，對(duì)，大家在計(jì)算的時(shí)候注意區(qū)分古典概型和幾何概型的不同，試驗(yàn)的所有可能是無(wú)窮多的情況就考慮幾何概型，選用正確的公式解決問(wèn)題是這節(jié)課的重點(diǎn)也是難點(diǎn)。

課后大家完成習(xí)題以及大屏幕上的作業(yè)題。

1．已知4路公交車每5min一班，在車站停1min，求乘客到達(dá)站臺(tái)立即乘上車的概率.

2. 在1萬(wàn)平方千米的海域中有40平方千米的大陸架儲(chǔ)藏著石油，假設(shè)在海域中任意一點(diǎn)鉆探，鉆到油層面的概率是多少？

今天的課就先上到這，同學(xué)們，下課！

感謝各位評(píng)委老師的聆聽(tīng)，請(qǐng)問(wèn)我可以擦掉我的板書了嗎？

3.教案

《幾何概型》——教案

一、【教學(xué)目標(biāo)】

1、知識(shí)與技能目標(biāo)：初步體會(huì)幾何概型的意義，會(huì)用公式求解簡(jiǎn)單的幾何概型的概率．

2、過(guò)程與方法目標(biāo)：通過(guò)試驗(yàn)，與已學(xué)過(guò)計(jì)算概率的方法進(jìn)行比較，提出新問(wèn)題，師生共同探究，提出可行性解決問(wèn)題的建議或想法.

3、情感態(tài)度與價(jià)值觀目標(biāo)：感知生活中的數(shù)學(xué)，培養(yǎng)學(xué)生用隨機(jī)的觀點(diǎn)來(lái)理解世界，加強(qiáng)與現(xiàn)實(shí)生活的聯(lián)系，以科學(xué)的態(tài)度評(píng)價(jià)身邊的隨機(jī)現(xiàn)象，學(xué)會(huì)用科學(xué)的方法去觀察世界和認(rèn)識(shí)世界.

二、【重點(diǎn)難點(diǎn)】：幾何概型的基本特征及如何求幾何概型的概率.

三、【教學(xué)難點(diǎn)】：如何判斷一個(gè)試驗(yàn)是否是幾何概型，如何將實(shí)際背景轉(zhuǎn)化為幾何度量.

四、【教學(xué)過(guò)程】

1、提出問(wèn)題，導(dǎo)入新知

引例1：商場(chǎng)舉辦抽獎(jiǎng)活動(dòng)，顧客隨意擲兩顆骰子，如果點(diǎn)數(shù)之和大于10，則會(huì)獲得精美獎(jiǎng)品一份，問(wèn)顧客能得到獎(jiǎng)品的概率是多少？

設(shè)計(jì)意圖：帶領(lǐng)學(xué)生復(fù)習(xí)古典概型的特點(diǎn)及其概率公式，為引出幾何概型做好鋪墊。

引例2：為了增加趣味性，商場(chǎng)又準(zhǔn)備了兩個(gè)轉(zhuǎn)盤，甲乙兩人玩轉(zhuǎn)盤游戲，規(guī)定當(dāng)指針指向B區(qū)域時(shí)，甲獲勝，否則乙獲勝，這兩種情況下分別求甲獲勝的概率是多少？

設(shè)計(jì)意圖：以實(shí)際問(wèn)題引發(fā)學(xué)生的學(xué)習(xí)興趣和求知欲望； 以此為鋪墊，通過(guò)具體問(wèn)題情境引入課題； 簡(jiǎn)單直觀，符合學(xué)生的思維習(xí)慣和認(rèn)知規(guī)律。

2、師生合作，探究新知

提出問(wèn)題后，第一，學(xué)生回顧古典概率公式：

其次，轉(zhuǎn)盤（1）為游戲工具，甲獲勝的概率為1/2，以轉(zhuǎn)盤（2）為游戲工具時(shí)，甲獲勝的概率為3/5；甲獲勝的概率與字母B所在扇形區(qū)域的圓弧的長(zhǎng)度有關(guān)，而與字母B所在區(qū)域的位置無(wú)關(guān)。

如果每個(gè)事件發(fā)生的概率只與構(gòu)成該事件區(qū)域的長(zhǎng)度（面積或體積）成比例，則稱這樣的概率模型為幾何概率模型。

因此，設(shè)圖中轉(zhuǎn)盤游戲中圓周的長(zhǎng)度為1，則（1）中，

在（2）中，

3、鞏固練習(xí)，內(nèi)化新知

例：某人午覺(jué)醒來(lái)，發(fā)現(xiàn)表停了，他打開收音機(jī)，想聽(tīng)電臺(tái)報(bào)時(shí)，求他等待的時(shí)間不多于10分鐘的概率。

4、課堂小結(jié)

這節(jié)課你有哪些收獲，學(xué)到了什么？

5、布置作業(yè)

完成課后習(xí)題以及大屏幕上的作業(yè)題。

1．已知4路公交車每5min一班，在車站停1min，求乘客到達(dá)站臺(tái)立即乘上車的概率.

2. 在1萬(wàn)平方千米的海域中有40平方千米的大陸架儲(chǔ)藏著石油，假設(shè)在海域中任意一點(diǎn)鉆探，鉆到油層面的概率是多少？

很多小伙伴想要數(shù)學(xué)學(xué)科的更多教案示例和模范試講稿，“一起考教師”公眾號(hào)上會(huì)不定時(shí)發(fā)一些，如果需要數(shù)學(xué)學(xué)科的教案和試講稿集錦，請(qǐng)看下面這個(gè)資料包▼▼▼

??英語(yǔ)學(xué)科——

一、小學(xué)篇

1.會(huì)話課

2.詞匯課

3.讀寫課

二、初中篇

1.閱讀課

三、高中篇

1.聽(tīng)說(shuō)課

2.語(yǔ)法課

3.寫作課

（因?yàn)橹袑W(xué)的試講題型是一致的，所以這里初中和高中的課型只舉一次）

一、小學(xué)篇

1.小學(xué)英語(yǔ)——會(huì)話課 人教版五上 Unit 1 Whats he like?

教材內(nèi)容：

教案：

一、Teaching aims/objectives

1.Knowledge aims

（1）Ss are able to master the sentence pattern “Is he/she young/old...? Yes, he/she is./No, he/she isn’t.”

（2）Ss are able to understand the dialogue between Wu Yifan and Oliver.

2.Ability aims

（1）Ss’ ability of listening and speaking can be enhanced through a series of activities and group discussion.

（2）Ss are able to use the sentence pattern to describe a person in their daily life.

3.Moral/Emotional aims

（1）Ss‘ interests to English learning can be enhanced through playing games and speaking English as much as possible.

（2）Ss are able to evaluate a person properly and not judge a person just by appearance.

二、Teaching key points 教學(xué)重點(diǎn)

How to help Ss to master the sentence pattern “Is he/she young/old...? Yes, he/she is./No, he/she isn’t.” and understand the dialogue between Wu Yifan and Oliver.

三、Teaching difficult points 教學(xué)難點(diǎn)

Ss can use the sentence pattern in their daily life and describe their friends.

四、Teaching procedures 教學(xué)過(guò)程

Step 1: Warming up & Leading in

1. The teacher broadcast the song “My new teacher” for warming up.

2. Play a “Word competition” game.

Do just like this: Ss are divided into four groups. The teacher show words one by one by PPT, the Ss recognize and speak out these words loudly and quickly. The winner can get extra points.

Step 2: Presentation

1. Bring up the topic

Show pictures of Mr. Lee and ask the following question:

T: Is Mr. Lee tall or short? Ss:......

T: Is Mr. Lee funny? Ss: ......

Elicit the topic “What’s he like”

2. Let’s try

Show pictures of Wu Yifan and Oliver. Create a situation about they

see Mr. Lee today. Ask the following question:

What does Mr. Lee doing when they see him? Ss: ......

Show pictures of “Let’s try” part.

T: Look at these pictures, can you try to guess?

Ss:......

T: You may have different opinions, would you please listen to the tape and finish the listening exercise of “Let’s try” part.

Ss:......

3. Let’s talk

T: (After seeing Mr. Lee, Wu Yifan and Oliver start to talk about their teacher.）Do you want to know who they are talking about?

Ss: ......

T: would you like to listen to the dialogue and find out the answer?

Ss: ......

Then, encourage Ss listen to the dialogue for a second time and finish the following exercise:

1. Who is Mr. Young? He is___________.

2. Is he young? No, _____.

3. Is he funny? ___, he is.

After that, through ask and answer to practice the sentence pattern.

Step 3: Practice

Activity 1: Ss read the dialogue between Wu Yifan and Oliver after the tape, then, they are encourage to read the dialogue by themselves.

Activity 2: Encourage Ss talk about their teachers. They may refer to the words on page 4.

Activity 3: Play the game “Sentence dragon”.

Teacher should pay attention to different Ss and provide help timely as soon as needed.

Step 4: Consolidation

Create a short play.

Create a situation about picking their new English teacher up at the airport. The monitor will describe the new teacher to other Ss. Ss are divided into four groups and create a short play in such situation.

Step 5: Summary

Ss will summarize what we have learnt today. The teacher give supplement timely. Then, the teacher remind the Ss that we should not judge a person just by appearance.

Step 6: Homework

Ss are encourage to talk about their friends with their family members.

Blackboard design：

試講稿：

Good morning/afternoon, honorable judges. I’m NO ----. It’s my great honor to present my lesson here. Today, my topic is “What’s he like”. Now, I’ll start my presentation.

Hello, boys and girls. How are you? You are great, you feel fabulous. I am great,too. Thanks for asking. My dear students, are you ready for our English journey now?Nice. You are group 1, you are two, you are three and you are four. Let’s play a game“Word competition”. Look at the PPT and speak out words loudly and quickly, please,because the winners can get extra points. Let’s start. // Wow, group 1, you are the winner. Two lucky points for your group.

Look at the PPT. Yes, he is Mr. Lee. Is he tall or short? He is tall. Is he funny? He is funny. Well done. Let’s talk about “What’s he like” today.

Wu Yifan and Oliver see Mr. Lee today. Do you know what’s Mr. Lee doing when they saw him? Look at pictures of let’s try part, can you try to guess? You may have different opinions, listen to the tape and check you imagination please. // So, what’s Mr. Lee doing? Having a math class. Excellent.

After seeing Mr. Lee, Wu Yifan and Oliver start to talk about their teacher .Do you want to know who they are talking about? Great. Listen to the dialogue and find out the answer?// Have you got the answer? How about Diana? Sit down please, good job. Do you agree with her. Yeah, They are talking about Mr. Young.

OK, listen to the dialogue again and fill in the blank please. // David, who’s Mr.Young? ...... Is he？

Your turn now, please read the dialogue after the tape.// Read it with your partners, two minutes for you. // Time’s up. All of you did a great job, so, clap for yourselves. So much for Wu Yifan and Oliver. Please talk about your teachers, OK? You may refer to the words on page 4 and create a new dialogue based on Wu Yifan and Oliver’s . // Who want to show your results? Is it difficult? Come on, just have a try, don’t be shy. Great, you two there. Sit down, please, very fluently, your pronunciation is so good. Sit down please. Any body else?...... Look at them, I am proud of you, sit down please.

Let’s play a game. Do you know the game “Sentence dragon”? Yeah, you know that. Would you like to play it? Great. I’ll be the first one. Is Mr. Young old? Yes, he is. Is Mr. Young funny? ......

Little man, did you have fun in the game. Glad you are happy. Please calm down and here is a task needs your help. Supposed you are going to pick your new English teacher at the airport and your monitor in each group can describe him to you. Would you please create a short play in such situation? Five minutes later, each group shall show your results. Move on, quickly. // Show time. How about group 1? Go back to your seat. They have a good prepare before going to the airport. You are very thoughtful/considerable. Do you like their performance? Yes, very creative. Let’s applaud for them.

Now, Ella, would you please summarize what we have learnt today? Yeah, we learn to describe a person. And we can’t judge a person just by their appearance. Great. Did you enjoy your English travel? Great.

How time flies, the bell is ringing. After class, please introduce one of your friends to your parents, OK? Fabulous.Hope you all have a good, see you next time.

That’s all my presentation, thanks for listening.

小學(xué)英語(yǔ)——詞匯課 人教版 四上 Unit 4 My Friends

教案：

一、Teaching aims

1.Students can know the new words: tall, strong, short, thin, friendly, quiet.

2.Students could use these new words to describe a person.

3.emphasize the importance of friendship.

二、Teaching key point

Students could know the pronunciation and meaning of the new words and use it freely in life.

三、Teaching difficult point

The pronunciation of "thin" and "quiet".

四、Teaching procedure

Step 1 Warming up

Ask and answer“Do you have a friend? Who is he/she?”

Step 2 Presentation

Pick 4 students who are respectively "tall and strong", "short and thin", "friendly" and "quiet" to come to the stage and teach the new words.

Step 3 Practice

Play a guessing game "Who is____?"

T: Who is tall in our class?

Ss:...

Let the students to point the person with the feature.

Play a "Stand up" game

Every students with the feature would stand up when the teacher call up the new words and see who stands fastest.

Step 4 Consolidation

Introduce your friend

Divide students into 4 groups with each group chooses one students to be introduced. And then select the best one.

Step 5 Summary

Students summarize and teacher supplements and emphasize the importance of friendship.

Step 6 Homework

Introduce friends to parents.

試講稿

Good morning everyone. You will have a party tonight? Wow, it has to be so much fine. Who are you going with? Jack? Your friend? Then who is your friend? Oliver? Your deskmate. Good. Who are you going with? Julia? You go with your best friend Tina? She is sitting behind you. Very good.

Then do you know what your friend look like? Ok, now I would like someone to come to the stage and help me. Mike, Woody, Nina please. So here they are. First let’s look at Mike and Woody. Mike is about 120cm, but Woody is 110cm. so how can we say about Mike? Oh in English we can say, “Mike is tall.” Tall, read after me. Tall. Good. Then how can we say about Woody? He is not tall. Yes, in English we can say,"He is short.” Short is not tall. Clear? Short. Read after me. Short. Ok then, Mike can I ask you how heavy are you? Mike said that he is about 45 kilograms. And what about you Woody? Oh Woody said that he is about 40 kilograms. Then we can see they are not the same. So how can we say about Mike? In English he is a little strong. It means he can put up heavy things. Mike show us you are very strong. Wow he lift a chair, very good. And then what can we say about Woody. He is not strong. So we can call him “thin”. When you are thin, you may not have so much muscle. Just like Woody. Clear? Read after me. Thin, thin? Pay attention to the pronunciation. Look at my tongue. Thin. Good. And then, let’s look at Nina. What do you think of her? Yes she doesn’t talk much. So we can say that she is quiet. It means that she is not noisy. Quiet. Read after me. Quiet. Good. She is quiet, but she always smile and help others. So we can call her a very friendly girl. Friendly. Read after me. Friendly. It means that she is a nice girl.

Class, you all clear about these words? Yes. Ok, let me ask you.What is Mike like? Peter? You said he is strong and tall. Is he right? Yes,very good. What about Woody? Linda? You said he is short and… yes thin. Pay attention to the pronunciation. Thin. Good. Sit down please.Then what’s Nina like? Let’s say it together. Yes she is quiet and friendly.You are all so good. Thank you Mike, Woody and Nina. Thanks for your help. Please go back to your seat.

Now lets play a guessing game called who is he/she? First I would say something about someone in our class. Then you tell me who is he/she. Okay clear about rule? Pay attention to my question. Who is tall in our class? Joy please, Johnson, Mickey and Jessie are tall in our class.Is he right? Yes very good, sit down please. Then I will ask who is friendly in our class. Ella? She thinks that Lily and Monica are very friendly. Okay good sit down please. And then who is a little thin in our class. Let’s point together. Yes, they are Rita and Ann. They are so thin. I think they should eat much. Right?

Now let’s have another game. I say what a person is like. If you are the one, you should stand up. Clear? And we see who stands the fastest. Who is quiet? Stand up quickly. Ok I saw, Albee, Betty and Michael stand up, and Albee is the fastest. Very good. Then who is friendly? Oh,Kate is very fast. Who is strong? who is short? I can see you all master those words. You are so clever.

Here is a task for you. It’s about introducing your friends. I would like to divide into you into groups. Lily you four is group 1, then these four group 2, these four group 3 and these four group 4. Each group member first introduces each other and then I would like you to have a performance. Ten minutes for you. Time is up, which group wants to come here and have a show. I see group 1 put up their hands. Very brave.Now come to the stage, and with one introduce others. Oh Iris would like to introduce others. Iris you can start. Iris said Lily is very friendly, Helen is tall and Rose is quiet. Is she right? Yes. Nicely done. You prepare very well. You did a very good job, go back to your seat. And which group wants to have a show next. okay group three really want to have one.Okay come here, who wants to introduce other members of your group.Mandy please. He said Uylia in his group is quiet, Vicky is thin and Ivy is short. Is he right? Very good. And what about yourself? You said you are strong. Yeah, we can see that. Excellent your group. Go back to your seat.

After practicing I think you all know the words we have learned today. But I still want someone to summarize for me. Tina would you like to summarize what we have learned today? We have learned some new words for example, strong, quiet friendly, tall and short, yes very good sit down please.

So after class you can introduce your friends your parents when you go back home, for example whether he is thin or he is quiet or friendly and so on, understand? okay now class is over see you next time.

3.小學(xué)英語(yǔ)——讀寫課 人教版 五上 Unit 3 What would you like Read & write

教材內(nèi)容：

教案：

Step 1 Warming up & Leading in

Present some pictures to lead in the topic.

T: What can you see? Who cooked them? Can you cook dinner?

Step 2 Pre – reading

Present a letter and let the Ss guess why they write the letters.

T: Wu Yifan and his Grandpa wrote two letters. Do you want to know why they write letters?

Step3 While – reading

1. Read the letters quickly to find out the answer “ why they write letters ” and Why they write their favorite food?

2. Read for the second time and try to answer the following questions:

1). Whether Wu Yifan and his grandpa like it or not?

2). Finish the matching exercise.

3).Find the difficult words and practice them (favorite, )

Step 4 Post - reading

Make a survey

Step 5 Summary

Ask one of them to have a summary of today’s class. And then I will give them my summary.

Step 6 Homework

試講稿：

Good morning, boys and girls! Before our new class, let’s look at some pictures on the screen. Wow! What can you see? Yes, we can see so many food on the table. Who cooked them? Can you cook dinner? No, so who cook dinner in your family? You, please! You said your mother cooks dinner everyday. Great! Thank you! Sit down, please! The girl in yellow, who cook dinner in your family? You said your grandma cook everyday. Wonderful! Thank you!

Everybody, look at me! What’s this? It’s a letter. Yes, very good! Have you written a letter？You said yes, great! Today，Wu Yifan and his Grandpa wrote two letters. Do you want to know why they write letters? Now, I will give you 3 minutes to read the two letters, and then I will invite some of you to give us your answer. Who wants to tell us why they write the two letters?

Very good! The girl in red, please! You said they write their favorite food. Yes, good job! Why they write their favorite food? You, please. Because Robin will cook for them, they write the letters to him. Yes, you are right, thank you! Robin will cook for them, so they write what they like and what they dislike to him.

Boys and girls. Do you like chicken? Yes, I like it, too. Do you know whether Wu Yifan and his grandpa like it or not? Now, I will give you 1 minutes to find the answers. Ok, time’s up! Who wants to try? Tom, please! You said Wu Yifan likes chicken. Do you like his answer？ Yes, you are right! What about Grandpa？Does he like chicken? Yes, he is. Excellent!

Everybody, look at the food on the blackboard. If Wu Yifan and Grandpa like it, you can match them together. I will give you 3 minutes to finish it. Then I will invite one student to match them on the blackboard. Got it? Ok, stop here. Have you finished? Yes, well done! Who wants to come to the front? Any volunteers？I believe you can! Great! Sam, please! Come here. Thank you! Do you agree with him? Yes! Wu Yifan likes ice cream, chicken, onions and salad. And grandpa likes chicken and vegetables. Very good!

Boys and girls, did you find some difficult points in the two letters? I heard someone said“favorite” . Yes, we know the meaning of the word, but you should pay attention to the pronunciation. Everybody, read after me. Favorite, [e?] [e?], [v?] [v?], favorite, favorite! Read it one by one. Good! Wonderful! Well done!...

We know what Wu Yifan and his Grandpa like and dislike. Do you want to know what your classmates like and dislike? Yes! Good! Now, you can make a survey to ask four of your classmates what they like and dislike, and fill out a form. Got it? Ok, time’s up. I find most of you have finished the form. So who wants to read your form to us? You, please! Thank you! Fantastic!

Any volunteers? The girl over there, please! Did she do a good job? Yes, thank you! Let’s give them a big hand!

Boys and girls, what have you learnt today？ Who wants to tell us? Tom, please! You said we learnt what Wu Yifan and his Grandpa’s favorite food. Yes? Anything else? Ok, you please! We learnt what Yifan and his Grandpa like and dislike. Wonderful! And we know Robin can cook.

Do you think we should help our parents cook? Yes, very good! I hope you can do it! So, you should know what your parents like and dislike, then you can cook for them, right? Yes! Today’s homework is to ask your parents what they like and dislike, and then you cook dishes for them. Do you understand? Wonderful! It’s time to say Bye-bye. Boys and girls, see you tomorrow!

二、初中篇

1.初中英語(yǔ)——閱讀課 人教版八上Unit 7 Will people have robot ?

教材內(nèi)容：

教案：

一、Teaching aims

1.Knowledge aim:

（1）Students can understand the whole passage.

（2）Students are able to grasp the words: bored; boring

2.Ability Objectives:

（1）Learn to use the context to guess the meaning of words.

（2）Be able to use the reading skills like skimming, scanning and intensive reading.

3.Moral aim

Enhance studentsawareness of the importance of learning to help promote the development of technology.

二、Teaching Key points

Review some sentence patterns and understand the dialogue.

Be able to master the reading skills of skimming, scanning and intensive reading.

三、Teaching difficult point

Enhance studentsawareness of the importance of learning to help promote the

development of technology.

四、Teaching procedure

Step 1 Leading in

Show a video clips :Transformers

Divide students into 4 groups

T: Do you think there will be more or fewer robots made in the future? And why?

S1: … …

S2: … …

Step 2 Pre-reading

Introduce the development of robots

Have a guess.

Q: Whether there will be robot for everyone in the future and why?

Step 3 While-reading

Task 1 skimming

Find the main idea.

whether there will be robot for everyone in the future?

Task 2 scanning

Who is agreed/disagreed that there will be robots just like human?

Why fewer people will do simple jobs over and over again?

Task 3 Intensive reading

Guess through context “bored and boring”

Fill the blanks to practice bored and boring

Read out loud together.

Step 4 Post-reading

Debate on “Will there will robots just like human?”

Step 5 Summary

Students summarize; teacher concludes

Learning knowledge to promote the development of technology.

Step 6 Homework

Collect more information about robots and write a review about this article.

Share their review next class.

試講稿

Good morning, boys and girls, how are you today! You all have a good day? I also hope that you will enjoy today’s class. Let’s get started.

I have a video clip here. Let’s watch it together and tell me what is it about? //The video is over. What is it?Yes, it’s a movie called transformers. And in this movie there are many super power cars that can change into human figures, right? So these are kind of robots. But now I have a question “Do you think there will be more or fewer robots made in the future? And why?” Four students as a group to discuss this question. Five minutes for you. Ok, let’s get rolling. //

Time is up! Group 1, what’s the opinion of your group?// You all think that there will be more robots in the future because they are very helpful.//Sounds reasonable! What’s the opinion of Group 3? I saw you really have a hot debate.// Your group disagrees with Group 1 because you all think robots cannot replace human.// Excellent answer. We know that it is true in some way or another.

Pre-reading

As we all know, robots have been made for a very long time. From very simple one to very complicated one. Now we have a guess, whether there will be robot for everyone in the future.// Some students said yes, and others said no. Do you want to know the answer? Now let’s read the passage to find it out.

While-reading

You are supposed to skim for 3 minutes and then tell me the main idea and the answer to our last question. //Finished? So whats the main idea of this passage?

Jack,please. Jack said that its mainly about robots, such as the shape of them and the function of them. Is he right? Yes, nicely done. sit down please.

And next question,whether there will be robot for everyone in the future? Milly? You said that different people hold different opinions. But who is agree and who is not?

No? others? You all dont know? Ok, thats all right.Lets read the passage carefully again and then we do a match about who is agreed/disagreed that there will be robots just like human. Lets do it! Here we go!//

Who could answer this question? Any volunteers? Yes, Peter. //Ok, he said “scientist James White thinks that it will be difficult for a robot to do the same things as a person.” Is he right? Yes. he has got exactly the right answer. You really read very carefully about this text. I can tell. Sit down please.

Another question for you. Why fewer people will do simple jobs over and over again? Iris, please. You said that because they are boring, but robots never get bored. Is she right? Excellent! Then in this sentence. I find two words. “bored” and “boring”. They are very much alike. Whats the difference between them? Jack? You think they are the same?

Think it again. Look at the sentence. The subject of the first sentence is jobs, right? But the subject of the second sentence is human-like robots. So can you tell the difference now? You said boring is to describe things and bored is used to describe human or human like things. Yes, exactly. Now everyone clear about the difference between them?

Ok, now I have a filling the blank task on the blackboard for you. 2 minute for you to fill in them with proper words. //I see all of you have finished. who would like to come to the blackboard and finish them? Ok, Rita puts up her hand. Brave girl. Come here.//

She finished. Please go back to your seat. Lets check the answer together. The first one, right, the second one, right. And the third one? Not right? Ok, lets help her correct it. It should be “Her mother wore a worried look.” Not worrying. Because the action is done by a person, right? ok, very good. Now, do you all clear about their difference?

Ok. Now, lets read this passage out loud together and pay attention to your pronunciation.// Your voices are all so beautiful.

Post-reading

We have already read through this passage and get the meaning of it. Now we are going to have a debate on the topic of “Will there be robots just like human?” In the debate sentence patterns learned should be used, Ok? Let’s see which side would be better. //You really had a hot debate. I can see each side has made clear their opinions and explain their reasons. You all did a very good job in this debate.

Summary

Now Cindy, can you summarize what we have learned in this lesson today? Quite right, we have learnt a passage about robots and know some details about it. And we learn two very much alike words and know their difference ….You know what? All of you could in the future help promote the development of robot. And learning knowledge constantly is of great importance. Always bear in mind.

Homework

Today’s homework is to collect more information about robots and write a review about this article. And next class I hope that you can share your own review in front of the class. My dear class, let’s call it a day.

三、高中篇

1.高中英語(yǔ)—— 聽(tīng)說(shuō)課 北師大版必修一 Unit 3 Celebrations

教材內(nèi)容：

教案

一．Teaching aims:

1. Knowledge aims:

1) Master some new words and phrases, such as: close friends, alcohol, reception.

2) To practice using modals: must, should/shouldn’t, don’t have to,

2. Ability aims:

1) To practice listening for gist and for specific information.

2) Talk about parties in daily life.

3. Emotional aim

Cultivate Ss awareness of cross-culture.

二．Teaching key points:

How to help Ss to master key words and expressions.

三. Teaching difficult point

To learn more information about western culture.

四．Teaching procedure

Step 1: leading-in

Show some pictures parties and ask the following question:

What’s the picture about?

What kind of party do you know? (New Year Party; Wedding party; Christmas party, birthday party......)

Step 2: Presentation and practice

1. Through Ask and Answer to teach new words.

2. Show some pictures and have a description to teach other words.

3. Finish exercise 2.

4. Listen to the tape and fill in the table

5. Learn to use “should/shouldn’t/must/don’t have to” to give advice.

Step 3: Consolidation

Create a short play.

Work in groups. Use the phrases from the Function File to prepare some advice for a foreign visitors who is invited to a celebration in China.

Step 4: Homework

Write a composition to welcome the fresh man.

試講稿

Good morning/afternoon, Im number 6 candidate, applying for senior middle school English teacher. Its my great honor to be here to present my lesson, now please allow me to start my presentation.（試講前向考官介紹自己的部分）

Good morning/afternoon, boys and girls. How are you today? Not bad? You feel great. Im great, too. Thanks for asking. Are you ready for our English travel today? Oh, thats great. Let’s enjoy some pictures together. What are these pictures about? Yeah, parties. Any other parties do you know? New Year Party; Wedding party; Christmas party, birthday party...... Amazing.

What do we usually do in parties? We eat delicious food, we exchange things. Great, look at this picture, what are they doing? They are sitting around and eat hot-pot. Do you like ice-cream and cookies? Yeah, they taste sweet, and we call them snacks. Do you like Coco-kola? Its a kind of drink with no alcohol, so it is soft drink.

Now, read these words by yourself, please. Stop here. Please fill in the blanks of exercise 2. Carlos, would you please read out your answer? The first one, we only invite family and close friends to my father’s birthday party. The second one, In the summer, we love having a barbecue in the garden with friends. Terrific. Sit down, please. In life there are always things worth celebrating, such as: passing test, retiring, going to study abroad, getting a job with good salary and so on. Now, lets listen to a four peoples speech, judge why each person is celebrating, OK? Great. Here we go.

Tape is over, why is Dave celebrating?Diana. He passed his driving test, she had failed twice, now, he feels great. Dean, why is Mike celebrating? He is so lucky, he gets a job with good salary. Wonderful. Sit down, please. Grace, can you tell us why Ewe is celebrating? She gets a great opportunity that she can study one year in America. Thats fine. Sit down, please. Do you agree with her.?Yeah. Excellent! What’s Lisa celebrating for? Lets say it together. Now she is retiring after working for many years. Well done. When we attend a party we should follow social customs. What do you think should you do in parties? Wear proper clothes, be polite, respect local tradition. Wonderful. In exercise 4, you will get some useful advice. Now read through the advice , trying to complete the sentences and predicting what the answer will be. Stop here. Who want to be the first one? David, how brave you are! Read the whole sentence please. If it’s very formal, you should dress smartly. Nowadays, you dont have to be too formal. You shouldnt arrive late to a dinner party. Well done, sit down please.

Supposed you have a foreign friends who receives an invitation to one of the Chinese traditional celebrations. would you please give him/her some advice.

For example: What to wear? What presents to take? What not to do? When to arrive?

You are so kind. Work in groups and try to create a short play in such situation. Have you finished? Group 1. go back to your seat. Lets applaud for them. They give some advice for celebrating the oncoming middle autumn festival. Many interesting things happen among them. Thats amazing. I’m proud of you. So, here we know that, there are so many differences between Chinese and western cultures, so please pay more attention to our traditional festivals and learn to respect others customs. OK? Fabulous.

How time flies, did you enjoy our English travel? Thats what I try to do. Glad you are happy. Time for homework. Suppose we are going to have a barbecue to welcome fresh man, you are suppose to write a composition about this. Next class, show you results. Are we clear? Perfect. So much for today, see you next time.

Thats all. Thank you.

高中語(yǔ)文——語(yǔ)法課 人教版 必修一 Unit 4 Earthquake

教案

Attributive Clause (the usage of that &which)

Teaching aims:

1. Knowledge aims:

Students will understand the usage of attributive clause and master the relative

pronoun that and which.

2. Ability aims:

After practicing with the grammatical structure, students would be able to know the

usage of that and which, and then make use of it in speaking and writing.

3. Emotional aims:

By cooperating with their partners, students will be able to improve their collaborative

learning ability.

Teaching key point

Students could use attributive clause to describe things in real life.

Teaching difficult point

Cooperative spirit in dealing with others.

Teaching procedures:

1. Leading in

Talk about the hometown with students, and then give two sentences.

1. Beijing is a beautiful city.

2. Beijing has a long history.

Let students guess how we can combine these two sentences together.

2. Presentation

a. Use which/that to make a link and explain the structure of the sentence and clause.

b. That can refers to people and things, but which can only refers to things.

3. Practice

Activity 1

Students will be given three wrong sentences. Each one has one mistake in it. Let students work in pairs and correct it.

Activity 2

Present pictures to let student describe using attributive clause.

I can see so many flowers_____________.

This is the Eiffel Tower_________.

4. Consolidation

Students should work in group, and then make their own riddles. They can describe one person in our class, and then other groups can guess who they are talking about.Each group should present one riddle at least.

5. Summary

Students will summarize what they have learnt today, and teacher will do the supplements.

6. Homework

Use attributive clause to talk about the New Year which is in the corner.

試講稿

Attributive Clause (the usage of that &which)

Good afternoon, dear teachers. I’m No.3 candidates, applying for senior high school English teacher. It’s my great honor to stand here and meet you all. Today, my topic is attributive clause---the usage of that and which. Now, I will begin my presentation.

Leading in

Good afternoon, class. How are guys today? I am pretty good. Thank you for asking. Well, do you like Beijing? Yes, you all like it. Beijing is my hometown. Is Beijing a beautiful city? Yes, sure. Beijing is a beautiful city. Ok, do you know what Beijing famous is for? Peter please! The Forbidden City! I agree. And we have a long history, agree? So, Beijing has a long history. Ok, we have two sentences on the blackboard now.Can you guess how to combine them together?

Presentation

Can you find the same part in these two sentences? Lily! Yes, it is Beijing.Now, I give you two words. They can be used at the second sentence, and replace Beijing. So, what do we get now? Ruby? Beijing is a beautiful city. Which/that has a long history. Very good! Then combine them together. Then we get the sentence “Beijing is a beautiful city which/that has a long history.” Now, we can see, the subordinate clause is“which/that has a long history” and it is used to describe “city” . It is called the attributive clause.

Let’s look at the difference between that and which. Please look at these two sentences on the ppt. The character Lin Daiyu (that) I like very much is disliked by others. Lijiang (which/that) I am going to visit is very beautiful. What do ‘that’ and ‘which’ refer to? Anna? ‘That’ refers to Lin Daiyu.

How about which? Elsa? ‘Which’ refers Lijiang. Excellent！But why I didn’t write which in the first sentence? Oh, you have no idea. Ok, It is because ‘that’ can refers to people and things, but which can only refer to things.

Practice

OK, I think you have already known how to combine the two sentences together. Then, please look at our PPT, we have four sentences on it. Can you try to combine them in 2 minutes? Remember the steps we learnt. Ok, He is the man. I saw him yesterday. who can give us your answer?

Sophia? Sophia said that “He is the man which I saw yesterday.” Is she right? no? Sophia, think it over. Yes, it’s “He is the man that I saw yesterday.”Because it is used to describe a person, so we can’t use “which”. Right?

Next. I have lost my bag. I like my bag very much. What’s your answer? Stone? Stone said “I have lost my bag that I like very much. “I can’t agree more. But do we have different ideas to the sentence? Our monitor,please! Yes, you said which. Bravo!

Here is two pictures. Let’s see what we can see in the picture. Yes, we can see so many beautiful flowers. And below the picture, there’s a half sentence, “ I can see so many flowers_____________. Now who can finish it? Iris? You said that “I can see so many flowers which are very beautiful.” Is she right? Yes, very good! Sit down please. And look at the second picture. What can you see? Yes, we can see Eiffel Tower. Where is the Eiffel Tower? Yes, it’s in Paris. Below the picture is a half sentence“This is the Eiffel Tower_________.” Who can fill it for me? Peter please.

Peter said that “This is the Eiffel Tower which is located in Paris.” Is he right? Yes. Any other idea? Rita said that we could use “that” to connect the sentence. Very good.

Consolidation

Ok, guys, I think you know how to use the word that or which to combine two sentences. Now, let’s play a guessing game. Four students in a group and make you own riddle. You can select the person or things in our classroom and make your own sentence. Other group will guess what you are talking about. Time is up, Everybody! Are you ready? Ok, group 4,please. Oh, you just said, he is a boy that is on duty today. Who knows the answer? Group 5, it’s Peter! Right! How about group 2? What’s your riddle? You said, she is a beautiful young lady that teaches us English! Oh, the riddle is so easy! It’s me! Am I right?

Summary

Excellent, class. Do you remember what we learnt today? Can you tell us? Alan? Hmm…you said we learnt attributive clause and that and which to connect sentences. I hope you can remember our structure of the attributive clause. In the process of learning always remember that unity is strength. If you can’t understand something. Just turn to your classmates for help.

Homework

Our homework is very easy. In a few days, there will be the National holiday, can you write a short passage using attributive clause to describe it? Ok, class is over!

That’s all for my presentation. Thank you for listening.

高中英語(yǔ)—— 寫作課 外研社 必修 5 Module 1 British and American English

教案

一. Teaching Objectives:

1. Knowledge objectives: Ss are able to have a further understanding of the differences between British and American English.

2. Ability objectives: Ss’ ability of writing can be greatly improved by writing themselves.

3. Emotional aims: Cultivate Ss’ awareness of cross-culture, develop Ss’ awareness to love our traditional culture.

二. Teaching key point:

How to help Ss to write a passage about Chinese languages.

三. Teaching difficult point:

How to develop Ss’ awareness to love our traditional culture.

四．Teaching procedure （教學(xué)流程）

Step 1 Leading in

Greetings.

Ask & Answer:

T: Who would like to say something on how to learn English well?

Ss: ...... (Do exercises and take tests./ Watch English films and television./ Surround yourself with English.)

T: Great! If you listen to news or watch films, you can also hear different accents.

When you read, you may come across different varieties of English. Now please open your books and look at page 8. Work in groups and discuss which the best variety of English to learn is.

Step 2: Pre-writing

Divide the Ss into different groups.

Firstly, Ss have a discussion and decide which the best variety of English to learn is.

Secondly, add more ideas in favour of their chosen variety in groups. Then, present their ideas to the rest of the class. After their presentation, vote for the variety of English you think is best to learn.

Step 3: While-writing

T: So much for the language--English, let’s come to our mother tongue-Chinese.

Firstly, discuss in groups and decide which is the best title for the paragraph.

Fast writing:

The teacher show the three topic, Ss write brief notes on each topic. They may refer to the brief notes in Exercise 1.

Peer editing: Work in groups to talk about their writings, including the advantages and disadvantages.

Self editing: Ss work on their own to modify their writing.

During the whole process, the teacher should pay attention to different Ss and give help timely as soon as needed.

Step 4: Post-writing

Ss work in groups to share their writing, each group choose the best one as a model essay. Then, each groups choose a representative to show their ways of writing. The teacher stress the importance of cooperative spirit.

Step 5: Homework.

Ss are supposed to read the passage in Cultural Corner after class. Search some background information and answer the following two questions:

1. What reasons did Webster have for writing an American dictionary.

2. Can you see any similarities between Webster’s work and attempts to simplify

Chinese.

試講稿

Good morning/afternoon,dear judges. I’m No. __ candidate, applying for the English teacher of Senior High School. Today, my topic is British and American English. Now, I’ll start my presentation.

Leading-in

Good morning, boys and girls. How are you today?

Fabulous. You feel so happy. Oh, that’s great! Who would like to say something on how to learn English well? （Listen to native speakers as much as possible./ Do exercises and take tests./Watch English films and television./ Surround yourself with English.)

Great. If you listen to news or watch films, you can also hear different accents. When you read, you may come across different varieties of English. Now please open your books and look at page 8. Work in groups and discuss which is the best variety of English to learn. And you are group 1, you are group 2...... So, are we clear now? Wonderful! Have you finished?

Pre-writing:

Which group want to be the first one. Oh, group 1, please. You think American English is the best variety of English to learn because American English is very popular. Its accent is very pleasant. Amazing, sit down please. Group 2, you must have different opinions. British English is the “original” variety of the language, so you choose to learn British English. Oh, that sounds persuasive. How about group 3?

With the development of society, people from different areas communicate with each other more often than before. Accent is not important if people understand each other. So, you would like to choose World English. That’s nice. All of you did such a great job, I am so proud of you. So much for the language ---- English, let’s come to our mother tongue -----Chinese. Discuss in groups and decide which is the best title for the paragraph of Exercise 3. Which group want to have a try? Group 2, who’s the presenter? David, please. So, your answer is the second one What is Chinese”. Do you agree with him? Wonderful, sit down please, David.

While writing:

Boys and girls, would you please write a brief notes on each topic. You may refer to the brief notes in Exercise 1. I have noticed that most of you have finished your writing. So, now talk about your writing with your partners, including the advantages and disadvantages. If you have any problems, tell me. OK? Move on, quickly. Are you confused? So, what’s that, tell me. Actually, we always express in this way: It is firmly believed that Chinese products from the history and wisdom of Chinese. Understand me? Perfect. Can I help you?

You can handle that, fabulous. OK, stop here. Did you get useful suggestions from your partner. Yes, that’s great. So, cooperate with your classmates or friends is necessary in our daily life. Do you agree with me? Fine. Please share your final writing with your group members, and each group choose the best one as a model essay and talk about your ways of writing. Five minutes later, each group choose a representative to show your results.

Are we clear? Excellent! Let’s begin. Stop here. Group 1, share your feelings to us, please. Before your writing, you may have a brainstorm to lists any possible ways, then, choose the useful information and write them down. Perfect. Sit down, please. What does we mainly talk about except writing? Boy in the corner. We talk about different kinds of English and Chinese.

Yes, that’s perfect. Chinese has a long history, it not only witnesses the development of our country but also the carrier of culture, so please pay more attention to our own culture. OK? Perfect.

How time flies, boys and girls. It’s time for homework. After class, please read the passage in Cultural Corner. Search some background information and answer the following two questions:

1. What reasons did Webster have for writing an American dictionary.

2. Can you see any similarities between Webster’s work and attempts to simplify Chinese. So much for today, hope you all have a good day. see you next time.

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