22下教资面试丨教资面试全流程详解+不同学段语数英学科教案模板+试讲模板㊙️教资面试备考必看❗️❗️
距离教资笔试出成绩的时间越来越近，首先祝刷到这篇文章的所有考生都能成为“过儿”，顺利通过教资笔试、去尝到教资面试的苦！
教资面试应该如何准备？教资面试的流程是怎样的？试讲稿应该怎么写？很多小伙伴还是一头雾水。今天小7就来给大家盘点一下，教资面试的全流程+语数英三大主科教案模板+试讲模板！（建议报考语数英三大主科的考生收藏哦！）
✅教资面试流程详解
01 进场流程
第一步：进入候考室
考生持本人准考证、身份证、个人健康证明材料进入候考室，个人健康证明材料依各省要求出示提供。
这个时候考生是可以携带教材的，但手机就不要想了，乖乖放在候考室外吧。
另外一定要牢记自己的进场时间，不要迟到！！！迟到15分钟，不得参加面试，按“缺考”处理哟！
第二步：分组抽签
按照考生报考学段、报考科目以及面试室设置等情况，对考生进行分组，组织各组考生进行面试顺序抽签，登记考生抽签的顺序号，发放考生抽签顺序号牌，依照号牌顺序引导考生进入抽题室进行抽题。
这里要简单说明下，有些地区的考区为了高效，是不需要考生自行抽签的，考务组的老师会提前分好，等大家进入候考室后，统一宣读。
当你在候考室的时候，身边陆陆续续有伙伴被叫走，这是根据考生分组抽签的顺序号，并依据面试进程情况，每隔20分钟左右，分批次叫号进入抽题室。
02 备考环节
进入备课室之前首先要进入抽题室，抽取自己试讲的题目。
第一步：进入抽题室
抽题室一般会有两名负责老师，其中一位老师会核对你的基本信息与考生清单是否相符，组织签到并提取系统中你的信息。确认无误后，会指导和协助你登录面试测评软件系统，同时监督你抽取面试试题（幼儿园类别考生从抽取的2道试题中任选1道）、打印面试试题清单。
另一位老师呢，负责维持抽题室考试纪律，待该批次考生抽题结束后，统一发放备课（活动设计）纸，并告知引导员该考生们要前往的备课室，同时提醒考生携带准考证、试题清单、备课（活动设计）纸。
第二步：进入备课室
抽完题，会有老师带大家进到备课室，之后在你的备课纸、《备课时间登记表》上填写备课开始时间，并在备课纸上签字确认。同时为你安排座位，发放备课（活动设计）草稿纸（草稿纸）。
备课总时间为20分钟，建议大家写教案时注意以下两点：
① 教案不要面面俱到，无比详细，因为你只有20分钟。建议大家用最快的时间写完教案，预留出最多的时间快速梳理讲课思路；
② 教案的书写尽量整洁。教案虽不算分值，但一般情况下会上交考官，多少会影响考官对你的印象分。
备课时间一到，老师就会提醒你携带准考证、教案（活动演示方案）和试题清单，然后带你去到相应的讲课教室。
03 面试环节（进入讲课教室）
一般来说，只要你不是本场考试的第一位考生，等你到了讲课室门口的时候会发现教室里还有人在试讲，这无疑又为你提供了可以准备的时间。
在你之前的考生出来后，你不要急着进，等考官什么时候说“下一位”了，你再敲门进。考生进入教室后要将准考证、身份证呈交面试考官，教案是否要提交看考官要求。接下来就是三个part的表演时刻了！
结构化
面试考官通过面试测评系统从试题库中随机抽取2道规定问题，告知考生问题并要求考生开始回答。在评分表上填写面试开始时间，时间5分钟左右。
悄悄告诉你，很多考生在回答结构化问题时都会很紧张，毕竟这是刚刚进入陌生环境，考官们也会相对理解，所以对大家的要求也不会特别高。给大家两点建议：
① 回答不用多出彩，但要讲逻辑、分层次；
② 切忌说不出，也切忌说太多，适可而止，不要超时。
试讲
考生开始试讲（演示），时间10分钟，试讲内容为某篇教材的片段。试讲时要注意以下几点：
① 开始试讲时，向考官发出明确提示——“考生开始试讲”。
② 正式开始后，发出一个明确的上课口令，示例如下：
【中小学各科】 “上课！同学们好，请坐。”
【幼儿园】“小朋友们好，大家快坐好了，我们马上要开始做活动了。”
【英语】 “Class begins. Good morning, boys and girls.”
【体育】 “全体集合！体委整队！报数！”③ 试讲过程中，声音要洪亮，语气要利落，吐字要清晰准确。
④ 如果你的试讲被提前喊停，不一定是你讲得不好，而可能是你讲得太好了，考官觉得已经抓到了试讲的精髓，也会喊停。但如果你10分钟了还没讲完，考官也会喊停的，建议大家合理安排试讲时间，切记不要超时。
答辩
面试考官根据考生试讲（演示）情况，提问2道问题并要求考生回答。时间5分钟左右，但一般不会这么久，两三分钟足够了。
答辩时要注意：在回答老师的问题时不要急于反驳，遇到刁钻的问题也不要失措，态度诚恳也会在考官心中加分哦。
以上所有步骤结束后，你就可以和面试考官再见离开教室了，这也就意味着你的面试结束了，这里提醒大家不要忘了去物品暂存处拿自己的东西哟！
这整场流程下来，绝不是20分钟那么简单！
如果你运气够好，抽签号够靠前，那你的面试可能仅需一个多小时；但如果你的运气差强人意，那你光是在候考室候考，可能就要一两个小时，整场试考完不说一上午/一下午，可得两三个小时呀::>_<::
建议大家带杯热水，带点吃的，万一等时间太久，不至于饿肚子；
另外就是心态要好，早考晚考都是考，晚考还能再看会儿书，千万不要因为等待时间久，就心烦意乱。
了解了教资面试流程以后，很多小伙伴还有关于教资面试的其他问题，关于教资面试入门的“扫盲课”，小7已经给大家准备好啦！如果还有教资面试方面的疑问，可以直接看这个免费资料包哦▼▼▼
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对于教资面试来说，最最最重要的就是试讲环节，甚至可以说试讲环节关乎你的面试通过与否。
很多非师范生不会试讲、不知道如何开口讲课。小7充分考虑到了大家的困难，准备了不同学段的语数英试讲模板+示范试讲稿，希望能帮到各位小伙伴！
⚠️语文学科——
教学设计内容主要包括：教学目标、教学重难点、教学过程。其中，教学目标包括知识与技能目标、过程与方法目标和情感态度与价值观目标。教学过程是教学设计的重点。语文学科的教学设计包括导入、新授（初读、析读、品读）、课堂小结、拓展延伸、板书设计等。
（一）教学设计模板
1.教学目标
知识与技能：积累......等词语。有感情地朗读课文，品味其优美的语言，揣摩精彩句段。把握课文主要内容，理解行文思路。
过程与方法：通过有感情地诵读，培养学生对语言的感悟能力，品味文章的语言特色，领悟作者的思想感情。采用启发式、讨论式教学，培养学生自主合作探究的能力。
情感态度与价值观：引导学生体会... ...感情；培养... ...精神；陶冶... ...情操。
2.教学重难点
教学重点：说明本课所必须解决的关键性问题，是教材中为了达到教学目的而着重指导学生必须熟练掌握的内容。
教学难点：本课学习时易产生困难和障碍的知识点，就是学生对教材中不易理解掌握的地方。
（重难点的确立一定要站在学生的角度去考虑）
3.教学过程
导入环节：诗词导入，名言导入，歌词导入、视频导入等。
讲授新课——初读课文，整体感知
学生运用默读、轻读的方式，解决字词、文学常识、内容等。要求能读正确、通顺，弄清词义；思考课文写了什么内容。画出感动（喜欢）的句子，记录自己感受。
解决字词等基础知识后，可以总结为：思考文中讲述了一个什么故事？文章是按照什么顺序写的？画出自己感受最深的句子，并说明理由。
讲授新课——研读课文，细节体会
要求针对不同教学内容选择不同的教学方法，包括如何提问、如何启发、教师怎么教、学生怎么学、详细步骤安排、需用时间等。
讲授新课——品读课文，品情学法
文章写的感人至深，你觉得是哪里写的好呢？
品手法：比喻、对比、排比、首位照应、说明方法、感官等等
品情感：感人、启发（联系生活实际）
这首诗通俗易懂，却耐人寻味，你认为哪里写的好呢？为什么？
4.巩固练习
要求练习设计精巧、有层次、有梯度、有密度，要考虑到进行的方式和所需时间。
讨论主旨，联系现实——改写剧本，小组表演——分享经历，代表汇报——拓展阅读，对比感悟。
5.归纳小结，联系实际
可以采用教师总结的方式，也可以用学生总结的方式。具体可以根据教学需要来进行选择。
6.拓展延伸，布置作业
要考虑布置哪些内容，需不需要提示或解释等。
学科内：
识字写字——阅读培养——口语交际——写作练习
学科间：
语言——音乐美术——数学
行动类：
学科内：
（1）识字写字：摘抄喜欢的美词美句。
（2）阅读培养：搜集......
（3）口语交际：将这篇文章复述给你的爸爸、妈妈（爷爷奶奶）听。
（4）写作练习：想象一下，如果你就是随作者一同进入......的其中一位，那么，步入此情此景的你，当时会有怎样的心情呢？
学科间：
（1）语言：搜集词汇
（2）音乐美术：分享描绘......风光的歌曲和画作
行动类：
（1）搜集各民族风俗习惯，小组合作办一份”......“为主题的板报。
7.板书设计
上课时准备写在黑板上的内容。板书要求科学性、整体性、条理性。
（二）试讲模板
问候语：各位评委老师，大家好，我是面试......语文的......号考生，今天我试讲的题目是.......。下面，开始我的试讲。
师：上课，同学们好，请坐！
导入：用诗词、视频、谜语、优美的语句、作者介绍、故事等方式导入课题并板书。
初读：给.......分钟阅读课文，从整体上把握文章内容，解决几个问题：字词、文章内容等。
析读：课文是怎么写的？用了什么方法？.......是一个怎样的人？
赏读：你觉得哪些句子写得好？好在哪里？
小结：请学生总结课堂内容，一节课的时间，学到了什么？
布置作业：写小片段或者随文阅读。
教学设计示例——
小学语文教学设计《新型玻璃》
（一）教学目标
知识与技能：正确读写、理解陈列、急促、嫌疑、噪音等词语。正确、流利、有感情地朗读课文，概括文章的主要内容。
过程与方法：通过讨论与阅读，准确把握课文中的说明方法，感受说明文的语言特点。
情感态度与价值观：了解五种新型玻璃的特点和他们在现代化建设中的重要作用，培养学科学、爱科学的兴趣。
（二）教学重难点
教学重点：了解新型玻璃的特点及作用，学习作者介绍玻璃的表达方法进行说话训练。
教学难点：能正确区分特点和作用。学以致用，启发学生展开想象。
（三）教学过程
环节一 导入
猜谜语导入：一物生来两面光，都爱用它装门窗，能挡狂风和暴雨，就是不遮光和亮。由此引出《新型玻璃》。
环节二 初读课文，整体感知
（1）字词掌握
噪音的读音，嫌疑的书写。
（2）主要内容
主要写讲了变色玻璃、吃音玻璃、夹丝玻璃、夹丝网防盗玻璃、吸热玻璃的特点和作用。
环节三 析读课文，质疑问难
请学生分析夹丝网防盗玻璃这一部分，通过阅读课文整理出其自动报警的特点和防盗作用。“作者是直接展开夹丝网防盗玻璃的特点和作用的讲解的吗？”通过删例子的方式，让学生明确举例子这种说明方法的好处。再给学生十分钟的时间，让学生以小组为单位合作讨论，说一说自己最喜欢的玻璃，并绘制其余四种玻璃特点和作用的表格。
环节四 重点品读，领悟感情
让学生思考，这篇文章生动有趣，主要是得益于什么呢？从说明方法、在语言特点上进行品析。
环节五 课堂小结，拓展延伸
会对本节课的知识进行归纳和梳理，让学生对本节课的知识有一个更加系统全面的认识。并布置这样一份作业：以推销的身份，为这五种新型玻璃设计一段推销词。
环节六 板书设计
小学语文试讲稿《新型玻璃》
尊敬的各位评委老师，大家上午好，我是面试小学语文教师的7号考生，我今天抽到的试讲题目是《新型玻璃》，下面，开始我的试讲。
（一）导入
师：同学们，今天我们先来猜个谜语：一物生来两面光，都爱用它装门窗，能挡狂风和暴雨，就是不遮光和亮。
师：大家都异口同声地喊道：“玻璃”，没错，就是玻璃。
师：那今天呢，我们就是要来学习一篇描写玻璃的文章，不过在这篇文章中，它描写的不是普通玻璃，而是《新型玻璃》。现在，就让我们一同走入课文吧。
（二）初读
师：首先，老师要给大家十分钟的时间，请大家自由的朗读课文，你可以大声地朗读，也可以快速地略读，还可以静静地默读。同时边读边思考这样几个问题：
问题一：标记出文中的重点生字词。
问题二：思考这篇文章一共写了几种新型玻璃。
师：好，开始你们的朗读吧。
（接下来进入字词关）
师：大家读书的声音渐渐小了，看来大家已经解决的差不多了。
师：那我们首先来解决第一个问题——生字词。
师：现在，请大家合上课本，老师已经将本节课的生字词整理到了我们的PPT上，哪位同学愿意来为大家朗读这些生字词。
师：你的眼神充满了自信，就你吧。
师：嗯，他读完了，大家觉得他读的怎么样？是呀，声音洪亮，字正腔圆。
师：那除了外在的表现，他的发音都标准吗？对，这个应该对“噪音”，它的声母应该是“z”，是一个典型的平舌音。来，我们一起来读一遍——噪音。
师：除此之外，还有一个字的书写，老师也是要跟大家格外强调的。对，就是这个“藕”。
师：大家仔细看它的结构，它的偏旁应该是上面的“草字头”，所以在书写时，我们要将上面的横写的长一些，下面的部分写的紧凑些，这样啊，才会写出一个美观的“藕”字，来，拿起笔在你们本子上一起写一遍。
（接下来进入内容关）
师：解决完字词关后，我们来看下一个问题。
师：这篇文章，主要给我们介绍了几种新型玻璃呢？
师：哦，有夹丝网防盗玻璃、夹丝玻璃。还有吗？对，还有变色玻璃、吸热玻璃和吃音玻璃。
师：那咱们就按照先后顺序，先看前两种玻璃，也就是“夹丝网防盗玻璃“和”夹丝玻璃。”
（三）析读
小组合作讨论
师：现在，老师就再给大家十分钟的时间，请大家以小组为单位，合作讨论，这两种玻璃的特点的是什么，它们又有着怎样的作用，好，开始你们懂得讨论吧。
师：大家讨论的声音渐渐小了，相信大家已经有了答案。
师：那，我们先来听听第一组同学的汇报。
师：你们找到夹丝网防盗玻璃的特点是能够自动报警。那它的作用呢？嗯，防盗。
师：大家说，他们找的对不对？嗯，非常的准确。那现在就在这一段的旁边，分别标记出夹丝网防盗玻璃的特点和作用。
师：在这里，老师又有一个疑问了，作者是直接展开夹丝网防盗玻璃的特点和作用的描写吗？
师：哦，大家一致的摇头，那它先写的什么呀？
师：对，先给我们讲了一个犯罪嫌疑人划破博物馆玻璃，结果玻璃自动报警的故事。
删减法
师：诶，那作者为什么在这里先写一个故事呢？或者说，我们能否删掉这个故事，直接展开特点和作用的描写呢？
师：你已经迫不及待了，快站起来吧。
师：哦，他说因为这个例子，他更加真实的感受到了夹丝网防盗玻璃自动报警的特点，也对其有了更清晰的认识。
师：其实呀，这个故事是运用了举例子的说明方法，而它的作用，也正像我们这位同学所说的
——真实具体的说明了夹丝网防盗玻璃自动报警的特点。
师：那这样的玻璃，我们通常什么地方会用到呢？
师：哦，大家说“博物馆、银行、珠宝店、存放重要图纸、文件的建筑物”，你们是从课文中获取的信息。
师：那你们再想想，除了这些地方，还有哪些地方可以用到夹丝网防盗玻璃呢？
师：嗯，有同学说政府机关、奢侈品店、超市、商场，非常好，相信在我们以后的生活中，会越来越多地看到夹丝网防盗玻璃的身影。
发挥想象力
师：第三组已经一起举起了手，那就说说你们的分享吧。
师：嗯，你们找到夹丝玻璃的特点是非常坚硬，而它的作用则是——安全可靠。
师：非常的准确到位。那文中是怎么证明这个特点和作用的呢？
师：对，就是这一句——它非常坚硬，受到猛击仍安然无恙，即使被打碎了，碎片仍然藕断丝连地粘在一起，不会伤人。
师：那说到这，老师，就要问问了，“藕断丝连”是什么意思啊？
师：是啊，吃过藕的同学都知道，当我们将藕折断时，还会有许多连接着未断开的丝。那在文
指的就是，玻璃虽然破碎，但是会有很多细丝将它们连接。
师：大家都说“太神奇了”，那现在，老师，就给大家出示一幅图片。
师：你们看，这就是夹丝玻璃，是不是能够清晰的看到里面的丝呀。
师：那大家想想，我们在生活中，什么时候会运用到这种玻璃呢？
师：对，高层建筑。试想一下，如果是普通玻璃安装在高层建筑上，一旦破碎，肯定会划伤人。但如果是夹丝玻璃，它的“藕断丝连”恰恰发挥了安全可靠的巨大作用。（四）小结
师：好了，同学们，这节课我们初步的理清了文中的五种玻璃，同时细致分析了前两种新型玻璃的特点和作用。其实另外三种新型玻璃也是非常神奇的，但是由于课上时间有限，老师在这里呀，就不能为大家赘述了，课下请同学们继续预习课文。
师：同时以小组为单位，完成这样一个作业：加入你是一位推销员，你将怎样向顾客介绍你的新型玻璃呢？请大家设计一段推销的话术，下节课，我们一起来进行分享。
师：这节课我们就先上到这里，同学们，下课！
尊敬的各位评委老师，以上就是我试讲的全部内容，现在，我可以擦掉我的板书了吗？
初中语文《老王》 教案
（一）教学目标
知识与能力目标：理解“取缔、愧怍”等词语，整体把握课文主要内容。
过程与方法目标：通过朗读和想象，并结合上下文揣摩本文意味深长语句的含义，体会作者遣词造句的精妙，提高阅读鉴赏能力。
情感态度与价值观目标：体会作者以善良体察善良的思想感情。（二）教学重难点
教学重点：把握文意，理解词句，通过朗读和想象，并结合上下文揣摩本文意味深长语句的含义，体会作者遣词造句的精妙，提高阅读鉴赏能力。
教学难点：分析老王这一人物形象，体会作者以善良体察善良的思想感情。
（三）教学过程
环节一 导入新课
谈话导入，自然引出车夫和作家的故事《老王》。
环节二 初读课文，整体感知
（1）掌握字词
检查学生字词的情况，讲解较难理解的“取缔、愧怍”等字词。
（2）整体把握课文的主要内容
通过阅读，整体把握课文的主要内容并归纳走近老王，品味老王，关注老王，怀念老王这条主要线索。
（板书：走近老王、品味老王，关注老王，怀念老王）环节三 析读课文，质疑问难
（1）老王的“善”与“苦”
给学生10分钟时间读课文，圈点勾画出文章中能体现老王苦和善的地方。
（2）作者的“善”再给学生10分钟时间默读课文，以小组为单位合作讨论交流，用刚才的学习方法分析作者的善表现在哪？她是如何关注老王，怀念老王的。理解课文最后一句话。
环节四 品读课文，领悟升华
质疑面对这些善良而不幸的人，真正应该感到愧怍的是谁？从而进一步挖掘当出老王悲惨结局的社会根源，再次感受作者所体现的人文关怀。
环节五 课堂小结，拓展延伸
读杨绛的《老王》，见于文中写老王艰难困苦的生活和善良厚道的品格，我们能体察出作者对不幸者关爱的呼吁。的确，正如一位哲人说，送人玫瑰，历久犹有余香。愿我们的真爱能够克服现实世界中太多的自私、冷漠、残酷，那样将会是阳光灿烂、春意荡漾。让我们在《让世界充满爱》的歌声中收束本文的学习。课后搜集有关文化大革命的历史资料，下节课进行分享。
板书设计
初中语文试讲稿《老王》
尊敬的各位评委老师大家上午好，我是面试初中语文教师的11号考生，我今天试讲的题目是《老王》，下面开始我的试讲：
（一）导入
师：上课，同学们好！
师：请坐。
师：同学们，一个车夫能跟作家成为朋友吗？
师：有的同学摇头，有的同学点点头
师：一个幸运的人会怎样对待不幸的人呢？
师：哦，有的同学说拉一把，有的同学说视而不见
师：信赖真的能创造出美好的境界吗？让我们带着这些问题打开课本，翻到《老王》。寻找答案。（二）初读
师：上节课老师布置了预习课文，现在我们来检查一下生字词的预习情况，请看大屏幕
上老师整理好的生字词，哪位同学愿意来读一读？
师：你的眼神充满自信，就你来吧？
师：大家说他读得怎么样？
师：哦，声音洪亮，字正腔圆，那我考考大家取缔是什么意思。
师：你说是取消，你说是禁止，你们都说对了一半，它的意思是明令取消或者禁止。
师：好了，过了字词关之后，给大家十分钟的时间自由朗读课文，不动笔墨不读书，在读的过程中用圈点勾画的方式把握课文的内容。用自己的话概括本课讲述了什么事情？开始吧。
师：大家读书的声音渐渐变小了，看来问题解决的差不多了。
师：谁来说说这篇课文讲述了什么事情呀？
师：你第一个举起了小手，请你来吧！
师：大家说他说的怎么样？
师：好，你想来补充。
师：是呀，你俩真是一对黄金搭档呢。本篇课文通过作者杨绛先生叙写与车夫老王的交往片段，刻画了一个虽然穷苦卑微却淳朴善良的老王形象，作者用善良体察善良，表达了对不幸之人的关怀。（三）析读
师：给大家十分钟的时间，以小组为单位合作讨论作者是怎样体现老王的善，又怎样体现老王的苦的？
师：大家讨论的声音渐渐变小。
师：第一组代表你来说。
师：哦，你说老王“愿意给我们带送”冰块，车费减半；老王送钱先生看病，不要钱，拿了还不大放心。老王受了人家的好处，总也不忘，总觉得欠了人情。
师：你找得真仔细，看来人多力量大，是小组成员齐心协力的成果！我们一起回到课文再仔细默读一遍这几处。说说文中哪些句子表现出老王的善。
师：哦，你说这句—老王抱着冰上楼，代我们放入冰箱。
师：这句子中的“代”可不可以换成帮或者替？
师：你们一致摇了摇头，为什么呀？
师：你已经迫不及待了，你来说。
师：哦，你说这说明老王的前任送到家就走了，老王却不一样。
师：你体会的真好，正是一个代字，表现了老王的细心和善良。
师：你说还有这句—他送的冰比他前任送的大一倍，冰价相等。
师：哦，你说这里说明老王送的冰不仅量足，且多得多，价格还公道。
师：对呀，不论是老王小小的举动，还是他送来的货物，都能看出老王最老实，很善良。
师：第二组，你们找到了哪些句子表现了老王的善？
师：哦。你说这句—他哑着嗓子悄悄问我：“你还有钱吗？”
师：老王哑着嗓子说明他拉车累的嗓子都冒烟了，老王顾不上自己反而悄悄问作者，生怕被别人听去，让作者尴尬。
师：没错，即使已经向作者确认了，还是不放心。老王真是太善良了。
师：我们带着那种不放心的心情再来齐读这几句话！
师：理解之后再读果然不一样。
师：第三组你来说说老王的苦又是怎么体现的？
师：哦，你说老王常有失群落伍的惶恐，表现是什么呀？
师：哦，因为蹬三轮的都组织起来，但他“脑袋慢”“进不去了”成了单干户。工作上没有组织自然惶恐得苦。
师：还有哪体现了老王苦？
师：哦，你说老王只有一只眼，另一只是“田螺眼”，瞎的；身体的残疾折磨着老王，
师：你说还有老王住在荒僻塌败的小屋，生活困窘到了极点。
师：第三组的同学讨论成果也十分细致。（四）品读
师：接下来让我们在原文中找出这些句子，我请一位同学来把这些句子中的“老王”都换成第一人称“我”，大声朗读出来。
师：好，他读完了，大家有什么感受呀？
师：你说老王太苦了，没钱，没房，没亲人，还有残疾，最后老王连谋生的唯一路子都
被取缔了。
师：是呀，老王真苦呀！几乎所有的不幸都集中在他的身上，可是他却又是那么好的一个人。
面对这样的老王，幸运者是不是会感到愧怍呢？（五）小结
师：课堂的时间总是短暂的，本节课我们梳理了课文的主要内容，重点分析了老王的善与苦，其实作者的善良也在文中有所体现，特别是课文最后一句“那是一个幸运的人对一个不幸者的愧怍”更是体现了作者写作本文的旨意。我们今天的课程就到这里，课下同学们要继续预习课文。同时完成搜集有关文化大革命的历史资料，下节课进行分享。
师：好，下课，同学们再见。
以上就是我试讲的所有内容，感谢各位评委老师的耐心聆听。现在我能擦掉板书了吗？
板书设计高中语文教案《烛之武退秦师》
（一）教学目标
根据教材内容和学生情况，设置如下三维目标：
知识与技能目标：能正确理解文中贰、军等实词含义，归纳事件的起因、经过、结果，把握烛之武劝退秦师的原因。
过程与方法目标：通过朗读和想象，并结合上下文体会文本结构组织严密，前后照应；说理精辟，善于辞令的特点，提高阅读鉴赏能力。
情感态度与价值观：体会烛之武以国家利益为重，不计个人恩怨，临危受命的高尚品德，培养学生爱国情怀。（二）教学重难点
教学重点：把握文意，理解词句，积累文言实词、虚词、词类活用和文言特殊句式。
教学难点：分析烛之武这一人物形象，体会其国家利益至上的高尚品格。（三）教学过程
环节一 导入新课
采用故事导入法 ，一九五五年 ，著名科学家钱学森冲破重重阻挠回国，当时美国的海军处长金波尔说：“我宁可把这家伙枪毙了，也不让他离开美国，无论他在哪里，都抵得上五个师。”一个人的力量能抵得上五个师吗？由此导入《烛之武退秦师》。
环节二 初读课文，整体感知
（1）字词积累
解决实词、虚词、通假字、古今异义词、词类活用和文言特殊句式。
（2）疏通文意
利用工具书，并结合注释，大致疏通文意。
（3）复述故事
请学生复述郑国被秦晋两个大国包围，危在旦夕，郑大夫烛之武奉郑君之命，成功说服秦穆公撤围的故事梗概。
环节三 析读课文，整体感悟
（1）分析人物形象
用小组合作的方式，根据课文，讨论烛之武的人物形象。
（2）分析烛之武是如何说服秦国国君退兵的
分析烛之武对秦伯说的那一段话，总结烛之武是从哪几个角度去说服秦国国君退兵的。
环节四 品读课文，领悟升华
请学生分角色朗读烛之武说服秦军的对话，让其体会烛之武说理透辟，善于辞令的语言艺术。理解烛之武不亢不卑，从容辞令，既不刺激对方，又不失本国尊严，语言步步深入，层层逼紧，句句打动对方，具有很强的说服力。
环节五 课堂小结，拓展延伸
请同学们联系生活想一想身边有没有这样善于言辞的人，说说他的故事。并要求学生课后以小组为单位把课本改写成剧本，下节课进行分享。
（四）板书设计
高中语文《烛之武退秦师》试讲稿
尊敬的各位评委老师，大家上午好，我是面试高中语文教师的7号考生，我今天抽到的试讲题目是《烛之武退秦师》，下面，开始我的试讲。
（一）导入
师：由英雄话题导入，自然引出春秋时期郑国的烛之武就是其中之一。今天我们继续来学习出自《左传》的历史散文《烛之武退秦师》。（二）初读
师：上节课我们共同翻译了课文，同时理清了课文的行文思路。
师：那大家还记得这篇文章主要讲了一件什么事嘛？
师：你的眼神充满了自信，就你吧。
师：嗯，他说——公元前630年，秦、晋合攻郑国，在危难面前，烛之武凭借自己的三寸不烂之舌,终于使秦国从郑国退兵，成功解除了郑国的危机。
师：嗯，你的概括可真全面，看来，上节课听的非常认真呀。
师：那在讲述这个故事时，作者都分别讲述了什么呢？
师：嗯，有同学说：“先给我们交代了故事发生的背景，也就是——以其无礼于晋，且贰于楚也。”那大家还记得这是个什么句式么？非常好，状语后置，那它的翻译是？对。因为郑国对晋国无礼，并且对楚国有二心。
师：然后写了什么呢？嗯，佚之狐举荐烛之武，郑伯劝说烛之武出山。
师：还有吗？对，就是烛之武成功劝退秦师以及晋侯的退兵。（三）析读
师：那这节课，我们就来着重分析一下课文的几个主要人物，分别是：佚之狐、郑伯、烛之武
、秦伯、晋侯。
佚之狐
师：我们首先来看课文出现的第一个人物，也就是——佚之狐，你们觉得，他是一个怎样的人呢？
师：嗯，你觉得他在郑国很有地位。
师：这是怎么体现出来的呀？是的，国家危难之间，郑伯居然与他商讨大计，看来，他在郑国确实有着举足轻重的地位。
师：还有吗？嗯，你觉得他是沉着，稳重，爱国。
师：这又是怎么看出来的？
师：是呀，兵临城下，有的人可能都慌了神，而我们这位佚之狐先生，却镇定自若，并且坚定的说——若使烛之武退秦师，师必退。这份淡定从容可见其并非一般。
郑伯
师：那郑伯是怎样的人呢？
师：哈哈，你说他有眼无珠，这可不是个好的评价，你为什么这么认为呢？是啊，烛之武作为一个人才，早年的时候却从未得到重要，嗯，这确实是郑伯的疏忽。那他身上就没有任何的可取之处了吗？
师：是啊，他也是个知错能改，大局为重的人。
师：要不怎么会在烛之武抱怨：“臣之壮也，犹不如人，今老矣，无能为也矣”时，说出“是寡人之过”的话呢。
指导朗读
师：现在，我们就找两位同学，一位同学读烛之武的部分，一位同学读郑伯的部分，在朗读时一定要体现出烛之武的抱怨、满腹牢骚和郑伯的心平气和。
师：嗯，大家说他们读的怎么样？
师：是呀，如果在朗读时再注意上表情，就更能传情达意了，来，你们两个再试试。
师：果然，这次就到位了，好，请坐。
小组合作讨论
师：接下来，我们再来看一看——烛之武，文中刻画烛之武的地方有很多，现在，就请同学们以小组为单位，合作讨论，归纳烛之武是一个怎样的人，并说明
你的理由。
师：大家讨论的声音渐渐小了，看来大家已经解决的差不多了。
师：第一组，你们觉得烛之武是个怎样的人？
师：哦，爱国，有胆识？这是从哪里体现出来的呢？
师：看来你对这段历史很了解呀。
师：是的，那个时候烛之武已经七十多岁了，本该是享受天伦之乐的年纪，但他却依旧愿意为国效力，而且还从高高的城楼上用绳子吊着下来，确实很勇敢。
师：但是在这里，老师觉得还体现出了烛之武的一个特点，就是善于抓住机遇。
师：怎么，大家都被老师说迷惑了？
师：大家想想，烛之武为什么偏偏晚上出城，而不是白天呢？
师：因为夜晚不易被人发现，而且当时也是大战在即，战争一触即发，烛之武正是把握住了关键的时机成功劝说了秦伯。
归纳
师：第二组，你们觉得烛之武是个怎样的人？
师：哦，卓越的外交才能。
师：我想你肯定想说这是通过劝说秦伯体现出来的。但这可不能说服我，你得说
得再详细点，小组内同学也可以帮他补充。
师：嗯，他说烛之武抓住了秦伯的心理，循循善诱，层层递进。
师：所以，在最开始他才向秦伯表明郑既知亡矣的谦卑。那之后他又说了些什么？
师：瞧瞧，这逻辑多清晰呀。
师：没错，烛之武就是首先通过谦卑之态让秦伯卸下心理防线，然后分别指出：如果郑国灭亡，那只会对晋国有利；如果放弃围攻郑国，则是对秦国有利；而且过去晋国曾经忘恩负义并不可信。不光如此，试想以后，晋国肯定会调转枪头攻击秦国。
师：所以，如果你是秦伯，你是继续与晋国联盟，还是放弃围攻郑国？
师：是啊，肯定是放弃，所以这么看来，烛之武确实是个外交界的天才。（四） 小结
师：好了，同学们，这节课我们在上节课翻译的基础上，更深一步的分析了文中出现的佚之狐、郑伯和烛之武，那文中的秦伯和晋侯是什么样的人呢？这个问题就留给大家课下完成，下节课我们继续来学习。
师：同时，请同学们课下完成这样一份作业：搜集历史上其他著名的爱国英雄，下节课我们一起来进行分享。
师：好，同学们，这节课我们就先上到这里，下课。
板书设计尊敬的各位评委老师，以上就是我试讲的全部内容，感谢各位评委老师的耐心聆听，现在，我可以擦掉我的板书了吗？
很多小伙伴想要语文学科的更多教案示例和模范试讲稿，“一起考教师”公众号上会不定时发一些，如果需要语文学科的教案和试讲稿集锦，请看下面这个资料包▼▼▼
⚠️数学学科——
一、数学教资面试情况概述
首先在备考数学教资面试的时候一定要注意数学学科的特性：严谨性、全面性。
严谨性：
数学教学内容的严谨性，体现在内容的科学性、发展学生的逻辑思维能力、合理预估学生接受能力。
考生在讲解数学知识中相关的概念、法则、定律、算法、因果关系等内容要做到准确性。还得保证教学语言的准确性，不能含混不清、模棱两可，需要将文字语言、图画语言、符号语言相结合保证对数字的概念、算式的意义等知识讲解清晰易懂。就好比高中数学二面角的概念：从一条直线出发的两个半平面所组成的图形叫做二面角，而非“两个半平面所组成的图形”。小学数学分数除法的运算法则：一个分数除以一个不为零的数等于分数乘这个数的倒数，不能漏掉“不为零”。
全面性：
首先，知识讲解的全面性。需要分别备考小、初、高各学段的考生们在备考时对各学段的知识全面回顾，掌握知识的分布脉络、教学目标、教学重点等内容。比如初中数学的“勾股定理”，需讲解定理的由来、内容、证明，重点讲解面积法的证明推理。
其次，教学环节不缺不漏。每一堂课都应该包含四大部分：导入铺垫、讲授新知识、巩固应用新知和后顾小结加作业，而每一部分具体分为几个环节或用什么方式方法来实现则是因人而异。例如讲授新知识部分，可以分为初步提出概念和深化讲解概念重点两个环节。
最后，关注每一个不同层次的学生。每个班里，学生的学习情况都参差不齐。老师在讲授知识时，无论是问题的设置还是同学们的参与，关注到全体学生。比如在提出问题时，有学生能回答，有学生回答不出来，教师加以引导最终帮助不懂的学生理解知识。
其次我们需要在备考数学教资面试的时候需要注意数学的趣味性，课堂有趣了，学生才愿意听，愿意学。
在教学时应多从学生的情感体验出发，从教学方法、教学过程这两大板块下功夫，设计趣味性的数学课堂。
教学方法：在教学过程中，以学生为主体。在选取教学方法时应采取灵活多样的教学方法。有讲解法、谈论法、演示法、实验法、练习法、小组教学法、情境教学法、游戏法、任务驱动法等。一般来说，建议一节课中选取3~4种方法相结合的开展教学活动。在小学数学教学中，建议选取讲解法、情境教学法、实验法、游戏法等方法。在初高中的教学中，建议选取讲解法、练习法、小组教学法、任务驱动法等方法。
教学过程：在教学过程中，应注重突出重点，条理清晰，紧凑合理。各项活动的安排也注重互动、交流，最大限度的调动学生课堂的积极性、主动性，分为导入新课—新课教学—巩固提高—小结作业这四大部分。
①导入新课应注重针对性、启发性、简洁性、直观性、趣味性，可以选直接导入、温故知新导入、生活实例导入、设置疑问导入、实验导入、游戏导入等方法。比如小学、初中的内容与生活相关性较大，像各类数、三角形、方程解决实际问题等，可多采取生活实例、设置疑问、实验、游戏等方法。高中知识偏理论化，比如函数、算法、圆锥曲线等，可多采取直接、温故知新、设置疑问等方法;
②新课教学则应该注重讲解知识时思路清晰且节奏恰当、突出重点及突破难点、合理设置多样化的互动、对学生的表现多样评价，以上的这些都是缺一不可的。互动的方式可以有小组讨论、动手实验、任务解决等;
③巩固提高应注重需要记忆、理解、掌握的知识点利用解决问题或开展活动等方式来检验学生对于本节课知识的掌握情况，比如小组竞赛、游戏等;
④小结作业则要注意采取总结式、承前启后式、悬念式、对比式等方式让学生多反馈他们对于知识的吸收情况，而作业则多建议以活动、口头作业等非书面的作业为主。
二、小学数学教资面试真题示范（附试讲稿+教案）
1.真题呈现(小学数学)
2.试讲稿
《小数的意义》试讲稿
我的问题回答完毕，下面开始我的试讲。
师：同学们，想玩游戏吗？都想啊，好，我们今天来玩一个猜数字的游戏。老师刚才买了一本笔记本，猜一猜，我花了多少钱？你说，2元5角，多少元呢？2.5元，再来，猜一猜老师的身高多少米？1米6，对1.6米。猜一猜自制数位表的长和宽是多少？你来说，宽15厘米，长25厘米，这是我们猜出来的，怎么验证咱们的猜测是否正确呢？你们有什么办法？量一量，很好，老师提前量好了，来看看与我们猜的一样吗？还有什么发现？都是用小数表示的，这节课，我们继续深入学习小数的知识。
师：为了帮助大家认识小数，老师带来了这个，谁认识？对啦，米尺非常准确，我们把一米的尺子平均分成了10份，请同学们想一想，每一份应该是多长，对，1分米，如何用米做单位，写成分数是多少？写成小数是多少？思考一下，你来说，分数1/10 小数0.1，很好，如果是3分米、7分米呢？用分数和小数又该怎么表示呢？请同学们自己思考独立完成课本中的内容。完成了吗？谁说说看？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米里面有几个0.1？，0.7米里面有几个0.1？仔细观察每组分数和小数，你发现了什么？可以和同桌说一说，你来说说你的发现：分数分母都是10，都是零点几的小数。
师：你们已经发现了，像0.1、0.3、0.7这样的小数，小数点右边有一位小数，我们称它为一位小数，什么样的分数可以写成一位小数？对了，分母是10的分数，可以写成一位小数。也就是十分之几，可以写成一位小数，很正确，我们把分母是10的分数写成了一位小数，那两位小数呢？
师：我们刚才把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，你来说。100份
师：我们把1米的尺子平均分成100份，现在来看放大图，请想一想，把1米的尺子平均分成100份，用米做单位，每一份是多长？每一份写成分数是多少？写成小数是多少？如果继续平分，将1米平均分成1000份，用米做单位，一份可以怎么表示？先独立思考然后在前后小组内讨论并完成课本中的内容。讨论完了吗？你代表你们小组来汇报一下。把1米平均分成100份，每一份是1厘米，用分数表示是1/100米，用小数表示是0.01米。4厘米用分数和小数怎么表示？那8厘米呢？你来补充。哪个小组探究了平均分成1000份的，其中的1份用分数怎样表示？用小数怎样表示？
生：1/1000米；0.001米
师：除了这些你们在讨论的过程中还发现了什么？你来说说看，分母是100的分数，可以写成两位小数。也就是百分之几，可以写成两位小数，真会归纳，还有呢？你补充，分母是1000的分数，写成了三位小数。结合上面的探究谁能帮老师总结一下，什么样的分数可以用小数表示？分母是10、100、1000„„这样的分数可以用小数表示。这些小数的计数单位分别是多少？每相邻的两个计数单位之间的进率是多少？可以和你的同桌进行交流，也可以阅读课本中的相关内容。读完了吗？你来说说你的发现，一位小数表示十分之几，十分之几的计数单位是十分之一。可以再进一步说说吗？你来补充，那么一位小数的计数单位就是十分之一，写作0.1。同理两位小数、三位小数呢？对啦，计数单位分别是0.01、0.001。好，它们每相邻两个计数单位间的进率是多少？是10，非常的好我们今天再一次深入研究了小数，谁能说说今天都学习到了什么知识，想一想，你来说，很好，认识一位小数两位小数怎么来的，还有呢？相邻两位小数的进率。很好。我们今天的课就学到这里，好下课。谢谢各位评委老师，我的试讲到此结束，我可以檫黑板吗？
3.教案
《小数的意义》教案
一、教学目标
知识与技能目标：理解并掌握小数的意义，掌握小数与十进制分数之间的关系。
过程与方法目标：发展学生观察能力和类比推理能力
情感态度与价值观目标：体验数学学习的乐趣
二、教学重点：小数意义的探究过程
三、教学难点：相邻两个计数单位间的进率
四、教学过程
教学过程
一、游戏导入
创设猜数字游戏
二、探究交流，获取新知
1．探索一位小数的意义
把1米平均分成10份取其中的1份，以米为单位怎么表示，用小数的呢？
2．认识二、三位小数
每一份是多长？每一份写成分数是多少？写成小数是多少？
3．认识计数单位和进率
这些小数的计数单位分别是多少？每相邻的两个计数单位之间的进率是多少？
三、 巩固新知
做一做
四、小结：这节课你们有什么收获？
五、布置作业
完成练习册的第一题和第二题。
三、初中学数学教资面试真题示范（附试讲稿+教案）
1.真题呈现（初中数学）
《用频率估算概率》
2.试讲稿
《用频率估算概率》——试讲稿
3.教案
《用频率估计概率》——教案
一．教学目标：
知识与技能目标：能够通过试验获得事件发生的频率，并通过大量重复试验，让学生体会到随机事件内部所蕴涵的客观规律——频率的稳定性. 知道大量重复试验时频率可作为事件发生概率的估计值.
结合生活实例，能进一步明晰频率与概率的区别与联系，了解用频率估计概率的方法与列举法求概率的区别，并能够通过对事件发生频率的分析，估计事件发生的概率.
过程与方法目标：在经历用试验的方法探究概率的过程中，培养学生的动手能力、处理数据的能力，进一步增强统计意识、发展概率观念，
情感态度与价值观：了解用频率估计概率的必要性和合理性培养学生实事求是的态度、勇于探索的精神及交流与协作精神.
二、教学重难点：
教学重点：了解用频率估计概率的必要性和合理性.
教学难点：大量重复试验得到频率稳定值的分析，对频率与概率之间关系的理解.
三、教学过程：
（一）情景引入：
问题1：投掷一枚质地均匀的硬币时，结果“正面向上”的概率是多少？
答：0.5
问题2：周末，县体育馆有一场精彩的篮球比赛，我手中有一张球票，小强和小明都是班上篮球迷，两人都想去，我很为难，不知给谁，请大家帮我想个办法解决这个问题。
方案： 抓阄、掷硬币等
问题3：为什么要用抓阄、掷硬币的方法呢？
理由：这样做公平。能保证小强和小明得到球票的可能性一样大，即得票概率相同。
问题4：（既然掷硬币机会均等）
若投掷10次硬币，是否一定是5次正面向上？投掷50次，100次……？
在此基础上，导出课题实验.
（二）试验探究
1．个人试验一（掷硬币试验）
（1）抛掷要求：①抛掷时请将书本文具收入课桌内；②两人一组合，完成25次抛掷，一人抛一人画“正”记数，抛掷一次划记一次，“正面向上”一次划记一次；③抛的高度要达到自己坐姿的头顶高度，若硬币掉在地上，本次不作记录.
表1（个人抛掷情况统计表）
2.分组统计
（2）组长职责：①检查组员抛掷是否符合要求；②收集本组数据，把数据录入抛掷情况表2. 全班共同填写硬币抛掷统计表（表3），将第1组数据填在第一列，第1、2组的数据之和填在第二列，……8个组的数据之和填在第8列.
表2（小组抛掷情况统计表）
3.数据累加
表3（硬币抛掷统计表）
问题5：分析试验结果及史上数学家大量重复试验数据，大家有何发现？
4、分析数据
全班填写表3得到硬币正面向上频率的同时，教师在黑板上绘制折线图，完成后教师提问：
①随着抛掷次数的增加，“正面向上”的频率在数字 0.5 的左右摆动？
②随着抛掷次数的增加，“正面向上”的频率在 0.5 的左右摆动幅度有何规律？
接下来，我们增加试验次数，看看有什么新的发现，历史上有许多数学家为了弄清其中的规律，曾坚持不懈的做了成千上万次的掷硬币试验.
观察大屏幕上的折线图2：
③请大家分析，两个折线图反映的规律有何区别？什么原因造成了不同？
学生得出：图一，试验次数少一些，“正面向上”的频率在 0.5 左右摆动的幅度大一些.
④你们认为出现的规律与试验次数有何关系？
（试验次数越多频率越接近 0.5 ，即频率稳定于概率.）
⑤数学家为什么要做那么多试验？
试验次数越多，频率值越稳定且越靠近概率值。
⑥当“正面向上”的频率逐渐稳定到0. 5时，“反面向上”的频率呈现什么规律？概率与频率稳定值的关系是什么呢？
设计意图：已知概率的情况下引入试验，基于以下原因：（1）抛掷硬币试验所需条件容易实现，可操作性强；（2）硬币试验历史上积累了大量数据，更有利于问题的说明；（3）用频率估计概率可以和前两节学习的概率的古典定义统一，两种不同的方法求得的是同一个概率，且概率的统计定义比古典定义更具一般性.
（三）揭示新知
问题6：为什么可以用频率估计概率？
答：实际上，从长期实践中，人们观察到，对于一般的随机事件，在做大量重复试验时，随着试验次数的增加，一个事件出现的频率，总在一个固定数的附近摆动，显示出一定的稳定性。
教师归纳：频率具有稳定性
注意：
1、概率是事件在大量重复试验中频率逐渐稳定到的值，即可以用大量重复试验中事件发生的频率去估计得到事件发生的概率，但两者不能简单地等同。
2、用频率估计概率的方法，主要适合试验的所有可能结果不是有限个，或者各种可能结果发生的可能性不相等的随机事件。
问题7：随机事件的概率P（A）有什么范围？对一个随机事件A，用频率估计的概率P（A）可能小于0吗？可能大于1吗？
答：不可能，概率值一定在0-1之间。
（四）巩固练习：教材p142页练习1。
问题7：“抢”某射击运动员在同一条件下的射击成绩记录如下：
①计算表中相应的“射中9环以上”的频率（精确到0. 01）；
②这些频率稳定在哪一个常数附近？
③根据频率的稳定性，估计这名运动员射击一次时“射中9环以上”的概率（精确到0. 1）.
设计意图：通过对生活中实例的辨析，进一步揭示概率的内涵──概率是针对大量重复试验而言的，大量重复试验反映的规律并非在每一次试验中反映出来. 反过来，试验次数太少时，有时不能合理估计概率.
（五）总结反思
问题9：
通过本节课的学习，你有哪些收获？
（学生谈本节课的学习感受，概括本节课学习的主要内容，并揭示蕴涵的数学思想方法等）.
（六）课后作业：
一.在一个不透明的盒子里装有一些只有颜色不同的黑，白两种球共40个，小亮做摸球试验，他将盒子里球随机摸出一个记下颜色，再放回，不断重复试验，下表为统计数据：
(1)请估计：当n很大时，摸到白球的频率将会接近 。（精确到0.1）
（2）假如你摸一次，你摸到白球的概率p（白球）=
（3）试估计盒子里黑.白两种球各有多少个？
二.设计掷图钉试验方案，估计“图钉钉尖朝上”的概率。
四、高中数学教资面试真题示范（附试讲稿+教案）
1.真题呈现（高中数学）
《几何概型》
2.试讲稿
《几何概型》——试讲稿
尊敬的各位评委老师，大家下午好，我抽到的试讲题目是《几何概型》，下面开始我的试讲。
同学们上课，同学们请坐，同学们请看大屏幕，这是某商场在国庆节开业当天的火爆场景，商场正在举办抽奖活动，顾客随意掷两颗骰子，如果点数之和等于5，则会获得精美奖品一份，问顾客能得到奖品的概率是多少？同学们思考一下，老师请一位同学来回答，来，第三排穿红色上衣的男同学你来说，好，请坐，他说答案1/9，怎么得出这个结果的呢，对，有同学说利用古典概型概率公式计算得到的，同时掷两个骰子的结果共有36种，点数之和等于5的情况有4种，因此根据公式计算可得
。这是我们上节课学习过的古典概型，看来大家都掌握的非常好，继续看大屏幕，为了增加趣味性，商场又准备了两个转盘，甲乙两人玩转盘游戏，规定当指针指向B区域时，甲获胜，否则乙获胜，这两种情况下分别求甲获胜的概率是多少？
这个问题，大家思考一下如何来解决，还能不能用我们学过的知识计算出结果呢？
同学们观察这个转盘，求出甲获胜的概率貌似古典概型，但是由于这个问题中的基本事件应该是“指针指向的位置”，而不是“指针指向的区域”，因此就有无限多种可能，不满足有限性的特点，所以不能用古典概型解决问题，在特定情况下，我们可以用几何概型来计算试讲发生的概率，也就是我们今天要学习的内容。
继续来看这个转盘，整个转盘有六个区域，B区域占了其中的三份，只要指针落在B区域，甲就获胜，这样（1）转盘中，甲获胜概率是不是就是3/6，也就是1/2，以转盘（2）为游戏工具时，同理，得到甲获胜的概率为3/5，这个实例说明了什么问题呢？
两个转盘中字母B所在区域的方向、位置都有所变化，但是计算概率的时候有没有考虑位置的因素呢，对，没有，而事实上，甲获胜的概率与字母B所在扇形区域的圆弧的长度有关，而与字母B所在区域的位置无关，只要字母B所在扇形区域的圆弧的长度不变，不管这些区域是相邻，还是不相邻，甲获胜的概率是不变的。
如果每个事件发生的概率只与构成该事件区域的长度（面积或体积）成比例，则称这样的概率模型为几何概率模型，简称几何概型。古典概型有计算公式，同样几何概型也有计算公式：
因此，设图中转盘游戏中圆周的长度为1，那么游戏中的概率就可以进行计算，老师请两位同学分别在黑板中写出计算过程和结果，其他同学自己在作业本上写出。都写完了吧，来看黑板上的答案，（1）中，
在（2）中，
，跟你们计算的都一样吗，对，非常好，有了这个计算，下面老师再考考你们，大屏幕中这个题目，一起来看一下，某人午觉醒来，发现表停了，他打开收音机，想听电台报时，求他等待的时间不多于10分钟的概率。他在一个小时内打开收音机的概率可能是一样的，但是这个时间里有无穷多个时间，显然用古典概型解决不了这个问题，那我们是否可以用几何概型公式计算呢，我们知道电台报时有频率的，所以他在哪个时间段打开收音机的概率只与该时间段的长度有关，与时间段的位置无关，所以可以用几何概型来计算，设A集合是等待的时间不多于10分钟，事件A恰好是打开收音机的时刻位于[50,60]时间段内，因此用公式直接求解得到：
，也就是等待报时的时间不超过10分钟的概率为1/6。
好，这节课上到这时间已经差不多了，回顾一下这节课你学到了什么？左边靠窗户那位女同学你回答一下，恩，她说学会了古典概型的意义及公式应用，对，大家在计算的时候注意区分古典概型和几何概型的不同，试验的所有可能是无穷多的情况就考虑几何概型，选用正确的公式解决问题是这节课的重点也是难点。
课后大家完成习题以及大屏幕上的作业题。
1．已知4路公交车每5min一班，在车站停1min，求乘客到达站台立即乘上车的概率.
2. 在1万平方千米的海域中有40平方千米的大陆架储藏着石油，假设在海域中任意一点钻探，钻到油层面的概率是多少？
今天的课就先上到这，同学们，下课！
感谢各位评委老师的聆听，请问我可以擦掉我的板书了吗？
3.教案
《几何概型》——教案
一、【教学目标】
1、知识与技能目标：初步体会几何概型的意义，会用公式求解简单的几何概型的概率．
2、过程与方法目标：通过试验，与已学过计算概率的方法进行比较，提出新问题，师生共同探究，提出可行性解决问题的建议或想法.
3、情感态度与价值观目标：感知生活中的数学，培养学生用随机的观点来理解世界，加强与现实生活的联系，以科学的态度评价身边的随机现象，学会用科学的方法去观察世界和认识世界.
二、【重点难点】：几何概型的基本特征及如何求几何概型的概率.
三、【教学难点】：如何判断一个试验是否是几何概型，如何将实际背景转化为几何度量.
四、【教学过程】
1、提出问题，导入新知
引例1：商场举办抽奖活动，顾客随意掷两颗骰子，如果点数之和大于10，则会获得精美奖品一份，问顾客能得到奖品的概率是多少？
设计意图：带领学生复习古典概型的特点及其概率公式，为引出几何概型做好铺垫。
引例2：为了增加趣味性，商场又准备了两个转盘，甲乙两人玩转盘游戏，规定当指针指向B区域时，甲获胜，否则乙获胜，这两种情况下分别求甲获胜的概率是多少？
设计意图：以实际问题引发学生的学习兴趣和求知欲望； 以此为铺垫，通过具体问题情境引入课题； 简单直观，符合学生的思维习惯和认知规律。
2、师生合作，探究新知
提出问题后，第一，学生回顾古典概率公式：
其次，转盘（1）为游戏工具，甲获胜的概率为1/2，以转盘（2）为游戏工具时，甲获胜的概率为3/5；甲获胜的概率与字母B所在扇形区域的圆弧的长度有关，而与字母B所在区域的位置无关。
如果每个事件发生的概率只与构成该事件区域的长度（面积或体积）成比例，则称这样的概率模型为几何概率模型。
因此，设图中转盘游戏中圆周的长度为1，则（1）中，
在（2）中，
3、巩固练习，内化新知
例：某人午觉醒来，发现表停了，他打开收音机，想听电台报时，求他等待的时间不多于10分钟的概率。
4、课堂小结
这节课你有哪些收获，学到了什么？
5、布置作业
完成课后习题以及大屏幕上的作业题。
1．已知4路公交车每5min一班，在车站停1min，求乘客到达站台立即乘上车的概率.
2. 在1万平方千米的海域中有40平方千米的大陆架储藏着石油，假设在海域中任意一点钻探，钻到油层面的概率是多少？
很多小伙伴想要数学学科的更多教案示例和模范试讲稿，“一起考教师”公众号上会不定时发一些，如果需要数学学科的教案和试讲稿集锦，请看下面这个资料包▼▼▼
⚠️英语学科——
一、小学篇
1.会话课
2.词汇课
3.读写课
二、初中篇
1.阅读课
三、高中篇
1.听说课
2.语法课
3.写作课
（因为中学的试讲题型是一致的，所以这里初中和高中的课型只举一次）
一、小学篇
1.小学英语——会话课 人教版五上 Unit 1 Whats he like?
教材内容：
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 教学重点
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 教学难点
Ss can use the sentence pattern in their daily life and describe their friends.
四、Teaching procedures 教学过程
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：
试讲稿：
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.
小学英语——词汇课 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.
试讲稿
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.小学英语——读写课 人教版 五上 Unit 3 What would you like Read & write
教材内容：
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
试讲稿：
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, [eɪ] [eɪ], [və] [və], 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.初中英语——阅读课 人教版八上Unit 7 Will people have robot ?
教材内容：
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.
试讲稿
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.高中英语—— 听说课 北师大版必修一 Unit 3 Celebrations
教材内容：
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.
试讲稿
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.（试讲前向考官介绍自己的部分）
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.
高中语文——语法课 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.
试讲稿
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.
高中英语—— 写作课 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 （教学流程）
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.
试讲稿
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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