教师资格
一、考题回顾 题目：《北约和华约》 内容：3.基本要求: (1)请在10分钟内完成试讲内容。 (2)讲清楚“冷战”对国际关系的影响。 (3)有必要的板书设计。 二、考题解析 【教学过程】 环节一：导入新课 温故知新导入法。 教师引导学生结合所学思考：美苏为了争霸，由战时的同盟迅速转向了战后的敌对，为了遏制苏联，美国在政治上实行“杜鲁门主义”，在经济上实行“马歇尔计划”。苏联针锋相对采取了怎样的措施? 学生回答：政治上，成立了共产党和工人情报局。经济上，成立了经互会。 教师追问：最为剑拔弩张的要数军事上所采
题目
一、考题回顾
题目：《北约和华约》
内容：
3.基本要求:
(1)请在10分钟内完成试讲内容。
(2)讲清楚“冷战”对国际关系的影响。
(3)有必要的板书设计。
二、考题解析
【教学过程】
环节一：导入新课
温故知新导入法。
教师引导学生结合所学思考：美苏为了争霸，由战时的同盟迅速转向了战后的敌对，为了遏制苏联，美国在政治上实行“杜鲁门主义”，在经济上实行“马歇尔计划”。苏联针锋相对采取了怎样的措施?
学生回答：政治上，成立了共产党和工人情报局。经济上，成立了经互会。
教师追问：最为剑拔弩张的要数军事上所采取的措施了，美苏为了牵制对方，在军事上分别形成了什么组织?产生了怎样的影响?顺势导入新课。
环节二：新课讲授
(一)背景
过渡：美苏之间针尖对麦芒，为了遏制对方的势力，分别在政治和经济上采取了相应的措施，随着时间的推移，气氛越来越紧张。
教师提问：1948年，美苏“冷战”出现了第一次高潮，代表的事件是什么?简要介绍。
学生根据教材回答：1948年，爆发了柏林危机。二战结束后，美国力图将联邦德国纳入其全球战略中。苏联针锋相对，于1948年封锁西柏林。这就是“柏林危机”。
(二)形成过程
教师展示《北约和华约的对峙》图片，提问：为了遏制苏联，加强对西欧的控制，美国利用“柏林危机”策划建立针对苏联的军事集团，美国在军事上采取了哪些行动?
学生根据图片，回答：1949年，美、英、法、意等西方12国签订《北大西洋公约》，成立了北大西洋公约组织，简称北约。
教师追问：面对美国的举动，苏联也在摩拳擦掌，为了对抗北约，以苏联为首的国家采取了怎样的举动呢?具有怎样的意义?
学生之间交流，回答：1955年，苏联、波兰、捷克斯洛伐克、罗马尼亚、保加利亚、阿尔巴尼亚、匈牙利和民主德国签订《华沙条约》，成立华沙条约组织，简称华约。至此，两大军事集团在欧洲全面对峙，标志着美苏两极对峙格局的正式形成。
(三)影响
教师引导学生走进历史档案馆，观看三组图片《美苏手指下的地球》和《两种颜色的世界》;《核弹威胁下的世界》和《两强相争》;《高墙隔开的柏林》《美军汽车开过38线》和《美军入侵越南》请同学们以历史小组为单位，5分钟时间思考：北约和华约的成立，实则是超级大国称霸世界的工具。美苏“冷战”持续40多年，对国际关系的发展产生了重大深远的影响，具体来说有哪些方面呢?
第一组代表根据材料一，回答：美苏“冷战”关系压倒了其他国际关系，造成西欧依靠美国、东欧依赖苏联的局面，世界被分裂成两部分。
第二组代表根据材料二，回答：美苏两个超级大国全面对抗，进行军备竞赛，使世界处于毁灭性的核战争的威胁之下。两大集团势均力敌，彼此不敢轻易动武，又使得近半个世纪没有爆发新的世界大战。
第三组代表根据材料三，回答：美苏两国为争夺势力范围和世界霸权，肆意践踏国际法，干涉别国内政，甚至不惜大举用兵，严重破坏了世界和平。
环节三：小结作业
1.小结：师生共同总结回顾本课所学知识。
2.作业：课后思考德国和英国的君主立宪制有何异同?请同学们课下准备，下节课分享。
【答辩题目】
1.北约和华约的成立，对欧洲产生了什么影响?
2.你本节课的教学目标是什么?
题目：《北约和华约》
内容：
3.基本要求:
(1)请在10分钟内完成试讲内容。
(2)讲清楚“冷战”对国际关系的影响。
(3)有必要的板书设计。
二、考题解析
【教学过程】
环节一：导入新课
温故知新导入法。
教师引导学生结合所学思考：美苏为了争霸，由战时的同盟迅速转向了战后的敌对，为了遏制苏联，美国在政治上实行“杜鲁门主义”，在经济上实行“马歇尔计划”。苏联针锋相对采取了怎样的措施?
学生回答：政治上，成立了共产党和工人情报局。经济上，成立了经互会。
教师追问：最为剑拔弩张的要数军事上所采取的措施了，美苏为了牵制对方，在军事上分别形成了什么组织?产生了怎样的影响?顺势导入新课。
环节二：新课讲授
(一)背景
过渡：美苏之间针尖对麦芒，为了遏制对方的势力，分别在政治和经济上采取了相应的措施，随着时间的推移，气氛越来越紧张。
教师提问：1948年，美苏“冷战”出现了第一次高潮，代表的事件是什么?简要介绍。
学生根据教材回答：1948年，爆发了柏林危机。二战结束后，美国力图将联邦德国纳入其全球战略中。苏联针锋相对，于1948年封锁西柏林。这就是“柏林危机”。
(二)形成过程
教师展示《北约和华约的对峙》图片，提问：为了遏制苏联，加强对西欧的控制，美国利用“柏林危机”策划建立针对苏联的军事集团，美国在军事上采取了哪些行动?
学生根据图片，回答：1949年，美、英、法、意等西方12国签订《北大西洋公约》，成立了北大西洋公约组织，简称北约。
教师追问：面对美国的举动，苏联也在摩拳擦掌，为了对抗北约，以苏联为首的国家采取了怎样的举动呢?具有怎样的意义?
学生之间交流，回答：1955年，苏联、波兰、捷克斯洛伐克、罗马尼亚、保加利亚、阿尔巴尼亚、匈牙利和民主德国签订《华沙条约》，成立华沙条约组织，简称华约。至此，两大军事集团在欧洲全面对峙，标志着美苏两极对峙格局的正式形成。
(三)影响
教师引导学生走进历史档案馆，观看三组图片《美苏手指下的地球》和《两种颜色的世界》;《核弹威胁下的世界》和《两强相争》;《高墙隔开的柏林》《美军汽车开过38线》和《美军入侵越南》请同学们以历史小组为单位，5分钟时间思考：北约和华约的成立，实则是超级大国称霸世界的工具。美苏“冷战”持续40多年，对国际关系的发展产生了重大深远的影响，具体来说有哪些方面呢?
第一组代表根据材料一，回答：美苏“冷战”关系压倒了其他国际关系，造成西欧依靠美国、东欧依赖苏联的局面，世界被分裂成两部分。
第二组代表根据材料二，回答：美苏两个超级大国全面对抗，进行军备竞赛，使世界处于毁灭性的核战争的威胁之下。两大集团势均力敌，彼此不敢轻易动武，又使得近半个世纪没有爆发新的世界大战。
第三组代表根据材料三，回答：美苏两国为争夺势力范围和世界霸权，肆意践踏国际法，干涉别国内政，甚至不惜大举用兵，严重破坏了世界和平。
环节三：小结作业
1.小结：师生共同总结回顾本课所学知识。
2.作业：课后思考德国和英国的君主立宪制有何异同?请同学们课下准备，下节课分享。
【答辩题目】
1.北约和华约的成立，对欧洲产生了什么影响?
2.你本节课的教学目标是什么?
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相似问题和答案
第1题：
一、考题回顾
答案：
解析：
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master the meaning and pronunciation of the words.
Ability aim:
Students will know how to pronounce “ch” and “sh” in words.
Emotional aim:
Students will be interested in learning English.
Key and difficult point:
Key Point:
Students will master the meaning and pronunciation of the words.
Students will know how to pronounce “ch” and “sh” in words.
Difficult Point:
Students will be interested in learning English.
Teaching procedure:
Step 1: Warming-up
1. Greetings. Talk about the weather.
2. Chant with the students
Ask them if they remember the first step in the chant. They may say that it is to “wash” the tomato. Then tell them that today we are going to learn some pronunciation in it.
Step 2: Presentation
1. Draw some pictures according to different words, and then explain the meanings to the students.
2. Play the finger show with the students to consolidate the words. For example, finger 1 refers to “chicken”, and finger 2 refers to “lunch”. When the teacher points finger 1, the students should read “chicken” loudly. The rest could be done in the same manner.
3. Ask students to find similarities and differences among the words. They may say that in the first two words, there is “ch” in the words, while in the last two words, there is “sh” in the words. And they pronounce similarly.
4. Conclude the rules of “ch” and “sh”. Tell them that when they see “ch”, they should pronounce [t?], and when they see “sh”, they should pronounce [?]. They may sound similar, but they are different. Please be notice that.
Step 3: Practice
1. Ask a few students if there are other words containing “ch” or “sh”. They may answer “chopsticks”, “ship” or “shop”.
2. Read the words in a different order, and ask students to rank the words according to the listening. At the same time, invite one students to come to the front and write the words down on the blackboard. Check answers later.
Step4: Production
Ask students to make up dialogues with their deskmates. 5 minutes will be given. After that, invite 2 pairs to share their dialogues. Give encouragement.
Step5: Summary and Homework
Summary: Ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: Read the words to their parents.
Blackboard design:
【答辩题目解析】
1. What will you do to help students master the pronunciation of what we need to learn?
【参考答案】
First, they should know how to pronounce the syllables. So I will pronounce them in a clear way to make sure that they notice the place of articulation. I will correct their pronunciations if they make some mistakes. Then, I ask them if they know other words sharing the same syllables. Also, few activities were arranged to make them really use the rules. So I believe they will master the rules of the pronunciations.
【答辩题目解析】
2. What will you do if the students can’t focus on your class?
【参考答案】
There are some options to deal with the problem. First, I could arrange some interesting activities to stimulate their interest. Second, when imparting some knowledge, I could show some examples closely related to their daily lives. They will be interested in familiar things. Third, I could ask some students to answer my questions from time to time, so they will be more focused in case of being asked. So I will try to use the most appropriate method to attract their attention.
【教案】
Teaching aims:
Knowledge aim:
Students will master the meaning and pronunciation of the words.
Ability aim:
Students will know how to pronounce “ch” and “sh” in words.
Emotional aim:
Students will be interested in learning English.
Key and difficult point:
Key Point:
Students will master the meaning and pronunciation of the words.
Students will know how to pronounce “ch” and “sh” in words.
Difficult Point:
Students will be interested in learning English.
Teaching procedure:
Step 1: Warming-up
1. Greetings. Talk about the weather.
2. Chant with the students
Ask them if they remember the first step in the chant. They may say that it is to “wash” the tomato. Then tell them that today we are going to learn some pronunciation in it.
Step 2: Presentation
1. Draw some pictures according to different words, and then explain the meanings to the students.
2. Play the finger show with the students to consolidate the words. For example, finger 1 refers to “chicken”, and finger 2 refers to “lunch”. When the teacher points finger 1, the students should read “chicken” loudly. The rest could be done in the same manner.
3. Ask students to find similarities and differences among the words. They may say that in the first two words, there is “ch” in the words, while in the last two words, there is “sh” in the words. And they pronounce similarly.
4. Conclude the rules of “ch” and “sh”. Tell them that when they see “ch”, they should pronounce [t?], and when they see “sh”, they should pronounce [?]. They may sound similar, but they are different. Please be notice that.
Step 3: Practice
1. Ask a few students if there are other words containing “ch” or “sh”. They may answer “chopsticks”, “ship” or “shop”.
2. Read the words in a different order, and ask students to rank the words according to the listening. At the same time, invite one students to come to the front and write the words down on the blackboard. Check answers later.
Step4: Production
Ask students to make up dialogues with their deskmates. 5 minutes will be given. After that, invite 2 pairs to share their dialogues. Give encouragement.
Step5: Summary and Homework
Summary: Ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: Read the words to their parents.
Blackboard design:
【答辩题目解析】
1. What will you do to help students master the pronunciation of what we need to learn?
【参考答案】
First, they should know how to pronounce the syllables. So I will pronounce them in a clear way to make sure that they notice the place of articulation. I will correct their pronunciations if they make some mistakes. Then, I ask them if they know other words sharing the same syllables. Also, few activities were arranged to make them really use the rules. So I believe they will master the rules of the pronunciations.
【答辩题目解析】
2. What will you do if the students can’t focus on your class?
【参考答案】
There are some options to deal with the problem. First, I could arrange some interesting activities to stimulate their interest. Second, when imparting some knowledge, I could show some examples closely related to their daily lives. They will be interested in familiar things. Third, I could ask some students to answer my questions from time to time, so they will be more focused in case of being asked. So I will try to use the most appropriate method to attract their attention.