幼儿英语微格教案模板

作者：jiecnc | 发布时间：2020-12-28 12:08:55 收藏本文下载本文

第1篇：幼儿科学教案,微格周

中班幼儿科学《寻找春天》教案

姓名：周梦婷

班级：1104 学号：2011 105030 410

一、活动对象：中班幼儿

二、活动内容：教会幼儿辨别春天，知道春天的基本特点。

三、活动目标：

1、通过观察、分析图片，了解春天的基本特征；

2、能大胆的表达自己的想法和感受，乐于助人，擅于观察。

四、活动准备：收集各季节的图片，歌一首搭配韵律操。

五、教具：有关春天的图片，小青蛙玩具一个,一段有关春天的音频。

六、教学重点：让幼儿学会区分春天，知道春天的基本特点。

七、教学难点：让幼儿学会通过听音频和观察图片进行分析总结。

八、活动过程：

1、热身运动：

师：小朋友们，大家好！为了让大家都活动起来，我们先来一个热身的运动，请所有的小朋友们站起来，离开你们的座位，到前面来，好，现在请你们跟着老师一起做热身运动。（放歌曲做操，教师边做边用言语指导幼儿，重复两遍）

2、情景环节：

以动物小青蛙为求助对象，请小朋友们帮助他寻找春天，引出主题。

师：今天呢，老师给小朋友们带来了一位朋友，这位朋友是老师昨天在回家的路上遇到的，他叫青青，是一只小青蛙，青青见到大家非常的高兴，他在跟大家打招呼，青青（老师）：大家好，我是小青蛙青青，很高兴见到你们，呱。

师：小朋友们，快跟青青问好啊。青青跟老师说啊，他现在有一个非常苦恼的难题，他在寒冷的，冰凉的土里待了很久很久，那里又黑又冷，他一直都在期待着春天的到来，可是它等啊等，等啊等，等到了现在，可是呢，他不知道春天到底来了没有，所以他想请小朋友们帮他一起寻找春天，春天，在哪里呢？小朋友们愿意帮助他吗？

师：我们现在一起来帮助青青寻找春天。我们先来听一段音乐，请小朋友们仔细的听然后告诉老师你们都听到了些什么？(教师放音乐)师：小朋友们都听到了些什么啊？恩，我们现在再来听一遍。师：小朋友们这次挺清楚都有些什么了吗？恩，对的，歌曲里有花朵，杨柳树，蝴蝶，蜜蜂和小兔子，这是我们听到的春天，现在就让我们来看看春天吧，欣赏一些春天的图片，请小朋友告诉老师你们都看到了些什么啊？那这是什么颜色的呢？（老师给出图片和幼儿们一起分析图片，了解春天的特征）

师：哦，那结合我们“听”到的春天和“看”到的春天，原来啊，树叶绿了，花朵们都开了，小草都长出来了„，就说明春天来啦，欸，小朋友们，我们现在这个季节是春天吗？为什么呢？

师：那现在我们已经帮青青成功的找到春天了，哇，春天找到了，青青特别的开心，他对大家说：谢谢大家的帮助！那小朋友们应该说什么呢？恩，大家都是懂礼貌的小朋友啊！

3、辨别图片，巩固知识：

师：大家都知道春天是什么样的了吗？现在老师给大家看几张图片，大家根据我们今天所学的知识来看看这些图片里到底哪些表现的是春天。教师拿出图片，请小朋友们来判断是否为春天。

九﹑活动反思: 有些幼儿园的小朋友分不清季节的不同,也不知道什么才是春天的表现,通过音频和图片的多种方式的结合从不同角度带领幼儿学习分辨春天,了解春天的基本特征,感受大自然的美妙。

第2篇：英语微格教学教案

Microteaching Leon Plan Name：Deng Lu

Date：8 – 0 4-2014

Instructor:

1.Background

The teaching objects: Students in Grade 6

The situation of the objects: students have pre-learnt some simple adjectives to describe people or things or people, and how to questions about this.2.Teaching Topic

What’s your desk-mate look like? 3.Teaching Aims

Students can learn more new adjectives to describe things or people.Students can talk about things or people with each other.4.Cla Type

New cla 5.Difficult Teaching Focus

Help students to master new vocabularies, and train their oral English.6.Teaching Aids

Blackboard, books, computer 7.Cla Duration

5---10 minutes 8.Teaching Proce A.Lead in: Greeting T: Good evening cla!Nice to see you!

S: Good evening teacher!Nice to see you too!T: Sit down please.Before our cla, let’s talk first!(Then, teacher walks around the claroom, and have an impromptu talk with random students about what have learnt last cla)B.Learn new knowledge

T: Now, let’s begin our cla.Last cla, we have learnt 5 words to describe things or people.What are they? Anyone wants to tell me?

S: ……

T: OK, you are all excellent.This cla we are going to learn another 5 new words.(Write on the blackboard: Shy, Outgoing , Humorous, Handsome, Carele)

T: First, please those words after me.I read one time, and I want you to read three times, OK? S: OK(Then teach students to read these words, and work out their meaning.Ask students to read those words by themselves)C.Consolidation and practice

T: We have learnt these words, now, let’s do some exercise to check up.D: Conclusion

T: Today, we have learnt 5 new words, what are they?

S: ……

T: All of you have done a good job!Today’s homework is to write a composition about your clamate.That’s all, thank you

第3篇：初中英语微格教案

微格教学教案设计表

学科：英语

年级：七年级上

日期：2013年10月20日下午课题：Unit 1 This is me

训练技能：导入技能、组织技能、演示技能

主讲人：⊙

训练目标教学目标时间分配

2分钟

2分钟 1.学会运用创造现实情境进行导入的技能；

2.掌握指导性组织和诱导性组织的技法； 3.掌握幻灯片演示和板书演示的技法； 4.学会将三种技能配合使用的方法。

1.通过第一单元的学习掌握初次见面问候，介绍自己以及他人的基本句式，常用短语，并掌握一般现在时的用法。

2.通过知识学习，口语对话，小组讨论，实际操练，逐步讲解，让学生掌握知识，学会运用。

教师言行技能要学生言行教学媒体备注

素

Good

创设情Ss：Good PPT展示我的近afternoon,everyone!境，导入afternoon,teacher!期照片，并板书I am your new 技能 Yes,of course.注释我的基本信English teacher.Do

息及基本句式。you want to make 幻灯片并将句式结构用friends with me ? 演示和下划线标注出Ok,now,I would like 板书技来。板书：Nice to to introduce myself 能

meet you!My to you!

name is Xu lingli.I have a English name,it’s Helen.I like sports;I am good at singing.Now,you have know 诱导型SS:--Oh, I love this 多媒体展示教材 something about 组织技e-dog.对话,每句话后都me,and I want to 能,导入--I'm Eddie.What's 有标注中文。introduce two new 新课 your name? 板书询问某人姓friends to you.please

--My name's 名的问句：What's open the textbook.幻灯片Hobo.your name? you can see two 演示和--Are you my 询问某人是否dogs ,they are Hobo 板书技master? 是。。and Eddie.What did 能

--Yes, I am

Are you…？

they say when they--Good.Read this first meet？Now let book now.me read the dialogue.follow me, please.2分钟 Since you have entered junior high school,you must have met many new clamates, Do you know them?When you meet each other for the first time,how do you introduce 诱导组织能

型技

S1:Hello, my 板书：

name is(),I am 词组：与某人交()years old,I am a 朋友：make happy girl,I like friends with sb.English best,and I 与某人相处得am good at 好：get along well dancing.with sb。

S2:Nice to meet 句式；我很高兴you all,I am(),I 成为你的朋友

2分钟

自我评价他人评价教师评价 yourself？Who can tell us? Pretty good！If you want to be her friend,what should you say ?Ok,let’s study some new phrase.Now, I want to invite two students, if you two just meet each other for the first time,what will you say ?remember to use phrases we have learned just now.Excellent!Sit down,please.That is today’s cla,Thank you for listening!

肯定

板书

指导型组织技

能

强化巩固知识

点

like playing basketball, I am good at math,and I would like to make friends with you.S3：Nice to meet you。My name is(),what is your name?

S4：Nice to meet you，too.I am(),I am very happy to be your friend.S3:Me too.Do you like play baseball? S4：Of course!Let’s go to play it!

I am very happy to be your friend.

第4篇：英语微格课教案

一.教学目标

（一）知识与技能目标：

1.学生能够听、说、读出4个关于动物单词的短语：（a beautiful bird、a naughty monkey、a strong tiger、a big elephant）。

2.学生能够运用句型：Look at this/that„It’s„ 向朋友简单地描述动物的特征。

（二）过程与方法目标：

1.教师通过自编歌曲完整地向学生介绍动物园里的4个小动物：（bird、monkey、tiger、elephant），努力为学生创设一个相对自然的学习情景。

2.教师通过运用单词卡片、动物图片以及短语卡片，以一个完整的句型：Look at this/that„It’s„向学生依次介绍每个动物的特征。

3.教师通过引导学生听歌、观察图片、跟读句子、拼读单词及音标、说chant、问答等多种形式，让学生能够听、说、读出4个关于动物单词的短语：（a beautiful bird、a naughty monkey、a strong tiger、a big elephant）以及句型：（Look at this/that„It’s„）。

4.教师通过自编song和chant为所要教授新单词和句型创造节奏感，让学生能够在轻松、愉快的学习环境中感知与巩固语言知识。

（三）情感态度与价值观目标：

1.学生通过一系列的英语课堂学习与操练，能够养成良好的学习习惯。

2.学生通过参与多样性的课堂活动和教学评价，能够不断体验进步与成功，认识自我、建立自信心，激发出学生学习英语的兴趣与积极性。

3.学生通过教师创设的相对自然的学习情景，完整地感知与学习新的英语知识，进一步加强学生认知能力的训练。

4.学生通过本单元简单的对话练习，学生互相交流，切磋，共同完成学习任务，在合作中感受学习英语的乐趣及运用英语进行交际的意义。二.教学重难点

（一）教学重点：

1.学生能够听、说、读出4个关于动物单词的短语：（a beautiful bird、a naughty monkey、a strong tiger、a big elephant）。

2.学生能够运用句型：Look at this/that„It’s„ 向朋友简单地描述动物的特征。

（二）教学难点：

1.注意字母组合ir在单词里的发音方法。如：bird / ə ：/ 2.注意字母组合er在单词里的发音方法。如：tiger / ə / 3.注意单词naughty和多音节词beautiful的发音。三.教具

短语卡、图片、句条、磁扣。四.教学时间 10分钟

五.教学对象

本校观摩团教师。六.教学过程 Step① Greetings 师生互相问好，教师以“画房子”方式引导学生“猜一猜”创设的场景地点： T：Hello,everyone!Today is Saturday,it’s my holiday,I can go out and play.Look,this is the place I often go to.Can you tell me where it is? Step② Presentation 以歌曲“Listen to the animals”依次引入4个动物单词，引出“猜一猜”的答案：（At the Zoo）。Step③ Text a.教师利用短语条依次教授4个动物单词。（T：Wow,there are so many animals at the zoo.Look at this bird.It’s beautiful!(做动作并出示短语卡片，结合图片操练单词。)T:It’s a beautiful bird…

T:Oh, it’s strong.So, we should be careful.(教师假装害怕老虎，后退三步)Look at that tiger.It’s strong.T: It’s a strong tiger…

b.带领学生做动作，猜单词：What am I？ T：Hello，I’m a beautiful

.S: Bird.T：Hello，I’m

.S: A strong tiger.Step④ Consolidation a.引导学生热爱动物。T：OK，everyone！This is a big zoo I often go to,and these animals are very interesting.Do you love these animals? T: Let’s say ‘Hello,bird!Hello...We are good friends.I love you!b.引导学生说教师自编chant。（加入动物图片，以距离区别this和that）Step⑤ Homework T: Can you say the chant? Please say the chant to your parents and friends after cla.

第5篇：初中英语微格教学教案

WORD格式

MicroteachingLeonPlan Name:Date:11-12-2010Instructor: Teachingcontents:AbriefintroductiontoMarkTwain Teachingobjectives:Bytheendoftheleon,studenthouldbe abletohaveageneralideaofMarkTwain.Trainingobjective:lead-inskill；conclusionskill;questioningskill.Focusesanddifficulties:usetheirownwordstodescribeMark Twain.Teachingaids:blackboard,chalk,pictures,books.Claduration:10minutes Teachingprocedures:

Teacher?sTeachingStudents?time activitiekillsactivities

专业资料整理

WORD格式

Step1Leadingin:LeadinginYes;2minutes

Beforeourcla,skill；Somestudents

I?llaskyousomeQuestioning

answerthe2

questions.skill.question;1)DoyoulikeStudentA

readingbooks?

answerthe3

2)What?syourone.favoritebook? 3)Whoisyour favoritewriter? OK,welearnalot frombooks, right?books bringus

happine,books areourgood friends.r

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Step2Today,wewillQuestioningStudents

learnaveryskillanswerthe famouswriterquestion andhisbooks.together.?Mark Youcansee,it?saTwain? pictureofhim.Do youknowhis name?

Good,Ithinkall ofyouhave previewedthe text.Nowlet?s begintolearn leon92.Please turntopage44.Readthepaage quicklyand discuthe questionsonthe blackboardwith yourpartner.专业资料整理

WORD格式

Step3OK,finishedit?QuestioningStudents

Let?sdotheseskill.answer questionsquestion1 together.1)Firsttogether one,nationality?,American?;Right.2)AndnextAskstudentA one,answer

appraisement?question2 Good.Heisa,Writerand writerandalsoaspeaker?;speaker.3)WhoTwoorthree haseverreadhitudents books?Oh,----.answer OK,veryquestion3,they good.”Themaysay,Tom

AdventureofTomSawyer?;twoor Sawyer”.Anyonethreestudents else?No?OK,mayanswer “OneMillion,famousor Poundpopular? Bank-note”百万英镑isalsovery

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famous.Mark Twainwrote manygood books,Itakeone here,Tom Sawyer,youcan readitafter cla.4)Last question,use somekeywords todescribehim.Tellmeyour answers? OK,----famous? Good.----popular? Good.Anyone else?No?OK,we canalsoknowhe isavery

importantperson inAmerican

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history,we?lltalk aboutwhenwe learnhitory.Step4OK,now,weconclusionStudentA:”He

knowalotaboutskillandwasafamous MarkTwain,whoquestioningandimportant canuseaskill.writer.” sentencetoStudentB:”His describehim?booksarevery Justinyourownpopular.” words,whowant tohaveatry?OK,----.Verygood.----?Haveatry? Verygood.Now, wecansumtheir

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WORD格式

opiniontogether.MarkTwainwasa famousand important Americanwriter andhisbooksare stillverypopular.Now,wehavea general descriptionto MarkTwain,next clawewill focusonhis worksand interesting stories.Ihope everyonecan previewthetext, OK?OK,clais over,Goodbye!Homework:previewnexttext Self-aement:

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第6篇：微格教案

微格教学教案

题目：I am watching TV

班级: 2008级英语师范2班

姓名：张路阳

学号：200803024202

Unit5 I’m watching TV

Language object

1.In this unit students learn to talk about what people are doing.2.Students also learn to use the V-ing pattern in our daily life.3.Students manipulate the things and knowledge of “doing pattern “

Language point

1.What are you doing? I’m watching TV.2.Do you want to go swimming? Yes I do 3.words such as watching, doing, eating, cleaning, playing, swimming, reading 4.Location words such as pool, school, mall, library

Section A

I hold some activities, and look at some pictures what I drew, and ask students the questions.“What is she doing?” Guide them to

make appropriate response: for example, she is watching TV.1a: Introduce some basic words

Step1.Pay attention on the picture.(Ask students to name as many of the activities they see in the picture as they can.Then name all the activities and ask students to answer.)Step2.Point out the numbered list of words.(Say each one and ask students to repeat.)Step3.Then ask students to match each word or phrase with one of the pictures.(Say, write the letter of each activity in the picture next to the correct word or words on the list.Point out the sample answer.)

Step4.Check the answers

1b: Practice listening and writing

Step1.Point out the names of the people.(Let students read names loudly.)Step2.Listen to the tape about these three people.Write the

number of the activity each person is doing

Step3.Check the answers.1c: Oral English with target language Step1.Point out the conversation in the picture of 1a.Step2.Organize a dialogue with a student, Point to a picture of one of the people, and guide the students to answer using one of the words in activity of 1a.2a: Listen and write with target language Step1.Point out the two questions and read them to the cla.Step2.Listen to the tape and fill in the blanks besides the questions, and ask two students to answer them.Step3.Check the answers

2b: Listen and answer the questions in order with target language Step1.Read the four lines to students;explain that they are in the wrong order.When they are in the right order, they will make a clear conversation.Step2.Listen to the recording, and write the answers in the right order.Step3.Check the answers by replaying the recording.Ask two students to read the completed conversation.2c：Provide speaking practice with groups of four students, and present the pictures to cause the students to think of the actions of the pictures(What are they doing).And then let the students ask and answer in pairs based on the picture on Power Point software.Grammar Focus Talk about the rules of V+ING include formation, changes, and the changes of sentence pattern, and point out the difficulties and important grammatical points.3a：Reading practice using the target language Step1.Pay attention to each picture and ask question such as “What is he doing?”

Step2.Point to conversation A and conversation B, and conversation A is with one of these three pictures, and conversation B is with the other picture, and one picture has no conversation.Step3.Ask students to read the conversations in pairs.Step4.Complete the task and check the answers.3b: Oral English practice using target language Point out the conversations in 3a.Ask different pairs of student to read the conversation in front of whole cla.The most important thing is asking pairs of students to pretend themselves as the people in the pictures.4: Oral practice using the target language Step1.Do the activity with the students by paying attention on the pictures and ask the students the questions under the pictures.Step2.Let students work in pairs and help them make some stories with the pictures.Section B 1a: Read and write practice using the target language.Step1.Point out the illustrations with the words under each one.(Ask a student to read words under the pictures in the book)Step2.Pay attention to the words of places and activities on the chart.(Ask students, what of these words are activities? What words are places?)

Step3.Set an example guide students to answer “library “on the first line under places, and match the activity with the place.Step4.Ask students to complete the chart, and check the answers.1b：Guide oral practice using the target language.Step1.Pay attention to the contents in the pictures.(Ask two students to read)Step2.Make questions and answers like in the chart.2a and 2b: target language

listening and writing practice using the Step1.Point out the list of places in the chart in 1a.Step2.Listen to the tape, and let students write down the answers.Step3.Check the answers

2c: Oral practice using the target language.Step1.Pay attention to the complete charts in 2a and 2b and help students use the information to organize conversations.Step2.Point out the conversation in the speech bubbles in the picture.Step3.Let students present their conversation.3a: Reading practice using the target language.Step1.Pay attention to the photos.(Ask students to talk about what they wan to describe.And receive any logical statements about the pictures)

Step2.Ask students to read the letter and ask questions.Step3.Ask students to underline the “ING” pattern.Step4.Check the answers.3b: Writing practice using the target language Step1.Pay attention to the letter and point out that it contains several blank lines.Step2.Read the letter to the cla.And each time I come to a blank line.Step3.Let students complete this letter to Bob Step4.Check the answers

3c: Providing a chance for the open writing using the target language Step1.Ask students bring a photo from family or ask students to draw pictures of family members doing what they usually do.Step2.Ask student what you might say about your picture.Step3.Ask students to write sentences about their own

pictures.4.Provide open oral practice using the target language.Step1.Point out the picture in which students are looking at some photos and ask two students to have the conversation to the cla.Step2.Ask students to share their pictures and composition with other students around them.Self Check Step1.Ask students to make a comprehensive review and check all the words what they know and not know.Step2.Ask students to write down the new words in their notebook.Step3.Ask students to complete the story with present progreive tense.Conclusion

Let students know and use present progreive tense in their daily life through the whole cla, and get more interest and fun from my cla.At last, we need to solve problem of this cla and reach the cla objectives.

第7篇：英语微格教学

英语微格教学简介

微格教学与微型课

1、产生：60年代美国大规模的教育改革中，斯坦福大学对“角色扮演（类于“试讲”）进行改造，使之完善、形成了“微格教学”。我们从课程的角度将它称为“微型课”。

2、实质：它实质是应用现代视听技术对教师（师范生）的教学技能进行系统培训的一种新方法。

3、分格：它将复杂的教学过程中的各种教学技能进行科学分类，对各类（合格）教学技能单独进行训练。

4、过程：按规定的教学目标有目的地进行教学实践，应用现代视听技术手段反馈信息，使教师和评估者能更直观形象地评议受训者的教学活动。

5、特点：使受培训者能作为第三者来观察分析评价自己的教学活动。即受培者与评价者合一。

6、意义：

A能更有效、更迅速地达到预期的培训效果。

B它是一个可控的实习系统，针对性强，反馈信息快，是迅速提高教学技能的好方法。

C它是语文课堂教学技能训练的主要形式。

※什么是微格教学？

微格教学英文Microteaching,意思是微型化教学，是一种用于培训师范生或教师掌握课堂教学技能的训练方法。创始人是美国斯坦福大学爱伦（W.Allen）博士。

微格教学是一个有控制的实践系统，在教育学和视听技术基础上，使师范生和教师在有效的时间和空间内，训练某一教学技能或技巧的方法。微格教学共包括以下几个环节：事先的学习和研究→确定培训技能、编写教案→提供示范→微格教学实践

1.事先的学习和研究

微格教学是在现代教育理论和思想指导下的实践活动。因此，在进行微格教学训练前进行教学理论的学习和研究是非常必要的。学习的内容有：教学设计、教学目标分类、教材分析、教学技能分类、课堂教学观察方法、教学评价和学习者的特点等。

2.确定培训技能和编写教案

微格教学的目的是培训教师的教学技能，特点是把课堂教学分为不同的单项技能分别进行训练，每次只集中培训一两个技能，以便容易掌握。例如导入技能、语言技能、提问技能、讲解技能、变化技能、强化技能、演示技能、板书技能、结束技能、课堂组织技能等。根据培训计划确定培训技能后，被培训者就要选择恰当的教学内容，根据所设定的教学目标进行教学设计，并编写出比较详细的教案。需要注意的是，微格教学的教案具有不同于一般教案的特点，它要详细说明教师的教学行为

3.提供示范

在正式培训之前，为了使被培训的学生明确培训目的及要求，可以利用录像或实际角色扮演这种直观的方法对所要训练的技能进行示范，并加以讲解与说明。示范可以是正面典型，这样便于培训者学习好的经验；也可以是反面例子，被培训者可从中吸取教训，少走弯路。

4.微格教学实践

①由扮演教师角色、学生角色、教学评价人员和摄录像设备的操作人员组成微型课堂。

②在微型课堂上，教师角色在10-15分钟的时间里，上一节课的一部分，练习一两种技能。在课前，对被培训者做一个简短说明，以便使其明确训练的技能、教学内容、教学设计思想。

③在课堂上进行角色扮演时，采用录像的方法对教学过程进行记录，便于及时、准确地获取反馈信息。

5.反馈评价

①重放录像，使被培训者及时、准确地获得反馈信息，教师角色、学生角色、评价人员和指导教师一起观看，以进一步观察被培训者达到培训目标程度。

②看过录像后，教师角色要进行认真的自我分析，及时发现自己在教学中存在的问题。

③作为学生角色，评价人员和指导教师要从各自不同的角度来评价实践过程，讨论所存在的问题，指出今后努力的方向。

6.修改教案

被培训者根据自我分析和讨论评价中所发现的问题，修改教案，准备进行微格教学的再循环，或进入教学实习阶段。

※微格教学有什么特点？

1.理论与实践紧密结合2.学习目的明确，重点突出

3.信息反馈直观、形象、及时

4.注意在教学中发挥学生的主体作用

※微格教学应注意些什么？

1.首先制订较为详细的教学计划。

2.在进行微格教学之前，向学生讲解什么是微格教学，它的特点及训练方法。使学生充分认识到积极开展以培训教学技能为中心的微格教学是十分必要的，激发学生参与的积极性与自觉性，有利于最大限度地发挥学生的主观能动性。

3.认真抓好微格教学实践的各个环节。

微格教学是以实践为主体的教学方法，所以认真抓好微格教学的实践环节是非常重要的。

指导教师在微格教学进入实践环节时，首先组织学生进行角色扮演，组成微型课堂。为了让学生对微型课堂有一个直观的印象，明确培训目标及要求，可以采取录像的方式进行示范，为下一步教学打下基础。对微型课堂的教学严格把关，使参加角色扮演的学生真正进入角色，使微型课堂上教师与学生很好地进行配合，以便顺利地完成教学任务。

另外，要安排人员进行录像记录，对录像镜头的调度应根据不同培训技能的需要事先进行详细的安排，确保录像在信息反馈时发挥应有的作用。

信息反馈和分析评价是微格教学的又一特色，对培训学生教学技能质量的提高起着关键的作用。被培训者通过观看录像，进行教学行为的自我反馈，及接受评价人员的反馈，再经过充分的讨论，群策群力，提出改进方案，以进入微格教学的再循环。在这个环节里，只有充分体现指导教师的组织领导和支配地位，才能确保信息反馈的顺利进行及分析评价的质量。

总之，在教学实习中引入微格教学是一种有益的尝试，它打破了长期以来学校教育在理论和实践上普遍存在的重教轻学的教学方法，充分调动了学生学习的积极性和主动性。这种方法有理论、有实践，形象具体，可操作性强，确实是一种训练职业高师学生教学基本功行之有效的方法。

（三）微型课的实施

1、分析和把握教材；

2、微格备课；

3、提供示范；

4、微型试讲（1）前后衔接交代内容在课文中的位置。（2）模拟课堂突出一种技能训练。

（3）录音、录像没有录像条件的，录音、记录。（4）5分钟内不低于3分钟，不超过7分钟。

5、反馈评价（1）重放音像把自己放到听众、观众席。没有录像的播放录音。（2）自我评价肯定成功，发现不足，追寻原因（3）他人评价同学、老师评价。（4）作好记载以便修改、借鉴、提高。

6、修改教案：根据评价认真修改教案，以臻完美。

7、备好下一微型课。前一技能未过关的，当重讲同一技能中的同一种，但不同内容。

第8篇：初中英语微格教学教案设计

Step 1.Lead-in(2min)T: Good afternoon, boys and girls.Who’s on duty today? Ss: … T: Is everyone here? I’m glad to hear that.Now, are you ready for our cla? Ss: …

T: Ok, cla begins.We have learned some words about the kinds of movies last time.Who wants to tell me some of them？

S: comedy, triller, cartoon, action movie, science fiction, love story, documentary.T: And a special kind of art, it’s our national opera, do you remember it?

T: Yes, it’s Beijing Opera, very good.I think you must study very hard after cla.Step2.2.1 Pictures show(1 min)T:Now, please look at the pictures and tell me what kind of movies they belong to? The first group.Ss:… T: Ok, so clever your boys and girls.2.2 words writting(2min)

T: Please look at the nouns on the blackboard;we know all of them are in singular form.Now I’d like to choose some of you write the plural form of each words on blackboard.…… other people can write them down on your paper.(comedies, documentaries, thrillers, cartoons, action movies)T: let’s check the answer, is it right? Ss: ….T: Did everyone get the right answers？Ok, let’s read them all together, please read after me.(…)Well, I think you have already kept them in your mind.2.3 videos show(3 min)T: Now, I want to ask you a question.Do you want to go to a movies? T: I know you want it, so I took some fragments of movies, let’s relax.Here we go!(播放视屏剪辑)T: Ok, that’s all.Do you know what kind of movie it belongs to? T: and why do you like it, can you describe it use the adjectives we have learned last time? Tina? Do you like it? And Why? T: Ok,very good, sit down please.2.4.graph show(5 min)2.4.1.find words(3 min)T: Now, look at the graph on the picture, and find the correct adjective for each movies.Look at them carefully and tell me your choice.T: what do you think about comedy?

Ss: … 2.4.2 Pair works(2 min)T: Ok, let’s do some pair works.Please make a diologue, ask your partner about his /her like about movies.I will give you 3min.And you can say like that.T: Who wants to share your diologue with us? Ok, Cathy, try it!T: And other people please listen to them carefully, I will ask you do a report about one of them.