Dear heroes, do you want the teaching plan design of Nanjing teacher recruitment examination to be a teaching material? Middle school math?

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Teaching plan is also called lesson plan. After preparing lessons, teachers design specific teaching plans based on class hours, which is an important basis for teachers to attend classes. For students who are not teachers' majors or candidates who are not majors, teaching plan design is a big difficulty. Therefore, it is worthwhile to make some efforts in this part. This part requires the exam to be familiar with the contents of all English textbooks in Nanjing schools at all stages. Otherwise, when you see the text given in the title, you will be very strange, don't know the context of this text, don't know the position of the article in the whole textbook, and can't quickly determine the key points and difficulties of the text.

The last question in the real English subject in p>21 is lesson plan design, which is selected from reading in unit1, English Module 5, Senior Two, Oxford Edition. However, the question is divided into four small questions, the last one belongs to the real lesson plan design, and the first three small questions are to make candidates better understand the text content and prepare for the final lesson plan design.

the first question is to fill in the form, which requires candidates to fill in the reasons for the test according to the content of the text. This question can be found by reading the text carefully, and it is easier to answer it.

The second sub-question is to summarize the general idea of paragraphs 1-3 in one sentence, to test the examinee's understanding of the text and his ability to summarize. For the examinee who has passed CET-4 and CET-6 or studied English for many years, this question is not the most difficult, but still to test his English level. But pay attention to the words when summarizing the general idea, and you should be able to reflect the contents expressed in the three paragraphs concisely and clearly.

The third topic analyzes the sentence structure, translates it into Chinese, and examines the examinee's sentence analysis and translation level, which belongs to English grammar. When analyzing the sentence structure, first find out the subject-predicate object of the sentence and determine the basic framework, and then look at the attributive, adverbial and complement in the sentence, which will also appear in the form of clauses. Step-by-step analysis from the whole to the part can clarify the level and structure of the sentence. It lays a foundation for later translation. Literal translation and free translation should be combined in translation, and attention should be paid to the connection between the sentence and the context, so that the final Chinese sentence should conform to Chinese habits.

The fourth question requires candidates to design a vocabulary teaching process without writing teaching objectives. This part examines the ability to design lesson plans. First of all, it must be clear that the contents included in the lesson plans include: teaching content (teaching topics), teaching objectives, teaching priorities, teaching difficulties, blackboard writing design (and presentation. ppt), main teaching methods, teaching tools, time allocation in each stage, teaching process (five links), teacher activities, student activities, design intentions in each stage, after-class evaluation and reflection, etc. This question does not require candidates to write the teaching objectives, only the teaching process. However, for candidates who are not familiar with the teaching materials and teaching methods, the fourth question is the most difficult to answer compared with the other three questions. The following focuses on English vocabulary teaching.

Vocabulary is the basis for students to learn English, and the ultimate goal of English vocabulary teaching is to cultivate students' ability to activate vocabulary effectively and automatically. In order to achieve this goal, teachers must flexibly use vocabulary teaching strategies, and combine direct input knowledge method and indirect guidance teaching method to help students create effective learning methods suitable for them, mobilize students' learning enthusiasm to the maximum extent, improve their perception of words, and thus improve the overall level of English teaching. Vocabulary teaching plays an important role, therefore, this topic specifically requires candidates to design teaching plans for vocabulary. In order to get a higher score on this topic, candidates need to know English teaching methods and combine some vocabulary teaching methods to design the teaching process, so that the teaching process displayed is scientific and reasonable and can receive better results.

For example, when talking about the word betray, you can use the method of combining sound, form and meaning, so that students can read the word according to the phonetic symbol [bi'trei] first, remember the shape of the word by combining the phonetic symbol, be+tr+ay, and remember the pronunciation of the ay combination emphatically, so that the word is not difficult to write. You can also associate be with betrayal and remember the meaning of words. It can also expand the meaning of the word, which not only has "betrayal"; The meaning of "betray" also means "betray, reveal (unintentionally) expose, and lead ...". After defining the meaning of a word, we should also make it clear that the part of speech of the word is a transitive verb, and let the students understand the application of the word in specific contexts in the form of example sentences. Then, we can use chain-link teaching to teach synonyms, antonyms and homographs or homonyms. Betray is a verb, so students can get the third person singular, present participle, past tense and past participle through association. Just as its past participle form, betrayed, is used in the text, so that students can learn the whole picture of words at once, expand their horizons quickly and improve their ability to use these words.

This article can only give a simple example, hoping to play a role. After the examinee has a certain understanding of some English teaching methods, it is not difficult to design the vocabulary teaching process, so as to get the ideal score on this topic.

In a word, if candidates master the steps of writing lesson plans and English teaching methods, they will be able to answer lesson plan design questions with high speed and high quality.