《语音升降调-Sports》教案_教师资格面试高中英语

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高中英语语音课教案

高中英语语音课教案
教案的核心目标是让学生能够准确识别并发出英语中的元音和辅音音素，理解并应用基本的语音规则，以及通过模仿练习提高自然语调和节奏感。

为了达成这些目标，教案设计了以下几个教学环节：
热身环节。

教师可以通过播放一段包含丰富语音现象的英文短片，激活学生的听觉感知，并引导学生注意其中的语音特点。

进行简单的听写活动，让学生尝试记录并复述所听到的单词和句子，以此作为引入正课的准备。

进入主体教学环节，教师首先系统性地介绍英语音标的分类和发音方法，结合口型图解和视频示范，帮助学生形成直观的认识。

随后，组织学生进行分组练习，每组选取几个具有代表性的单词进行发音训练，确保每个学生都有机会开口实践。

之后，过渡到语音规则的学习。

教师通过例句分析，展示如何运用语音规则来拼读单词，强化学生的规则意识。

在此基础上，设置相关的填空和转换练习题，检验学生对规则的理解和应用程度。

为了更好地模拟实际语言环境，教案还设计了角色扮演和情景对话等交际性活动。

在这些活动中，学生需要运用所学的音标知识和语音规则，进行模拟对话或表演小剧本，从而在实践中巩固和提高语音技能。

总结反馈环节。

教师对学生在课堂上的表现进行点评，强调正确的发音方法，并对普遍存在的问题进行集中讲解。

同时，鼓励学生自我反思，记录下自己在语音学习上的收获和待改进之处。

为了确保教案的实施效果，教师需根据学生的实际水平和需求灵活调整教学内容和难度。

例如，对于基础较弱的学生，可以增加音标的重复训练；而对于基础较好的学生，则可以适当加入更多涉及连读、失去爆破等高级语音技巧的练习。

高中英语Unit8《Sports》说课稿新人教版必修1

高一上 Unit 8 Sports Teaching aims and demands类型话题功能课程标准要求掌握的项目1． Talk about sports2． Talk about interests and hobbies3． Talk about the Olympics4． Write a sports star’s profileInterests and hobbiesWhich do you like or?What’s your favorite sport?Which sport do you like best?Which do you prefer or?What about?Are you interested in?词continent well-known athlete gold medal torch badminton tie final dive shooting汇Greece competitor motto further rank gymnastics prepare preparation effectflame compete flag weight position superstar point skill weigh title gesture facialstand for because of speed skating track and field take partin preparation for语Future Passive Voice法The people of Beijing will plant more trees and build new roads.(陈说句 )More trees will be planted and new roads will be built by the people of Beijing.Beijing will hold the 29 th Olympic Games in the year 2008 .〔疑问句〕When will the 29th Olympic Games be held in Beijing.Period Arrangements:warming up reading materials Period 1listening Period 2,3speaking language focuslistening (WB)complementary listening materialspeakingPeriod 4speaking Period 5complementary reading materialwriting(WB)integrating skill(writing)assessmentPeriod 1:Step1.Warming up (15 mins)Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):Q: What do you know about sports?During this process, if Ss can ’texpress themselves in English, Chinese is also all right. Besides, it is agood chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.Possible response:school sports meetSports meet the National Gamesthe Asian Gamesthe Olympic Gamesthe World Cupetcball games: volleyball, basket ball, football, table tennis, tennis, ,golfbadminton, bowling, baseball, American football, ice hockey etcEvents of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etcgymnastic: rings, double bars, high and low bars, horse , free exerciseswimming/shooting/skiing/ ice sports/diving/aquatic sports etcSport stars : Beckham, Mike Owen, Michael Jordan etcPurpose: This activity is designed to encourage students to think about sports and activaterelevant vocabulary.Step 2. Speaking(15 mins)Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)Task2(pair work): A survey about physical fitness (See postscript 1)Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s averagescores. Discuss their survey answers.1). Do you think your group is doing well or not? Why ?2). How can you become fitter?Purpose: The students will use the information from the above step to talk about theirinterests and hobbies and to practise giving reasons for their opinions.Step 3. Listening (15 mins)Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)basketball football table tennis Purpose: to work as a guide of listening part.Task 2: Listen to three sports reports and fill in the missing informationPurpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.Step 4. Homework AssignmentTask: Find out some background information about the Olympics. T will offer them some websites as well:Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.period 2Step1. Lead-in(10 mins)Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide. At the same time T will display some relevant pictures.Five rings Aisa Europe Africa AmericaOceaniaIOC International Olympic committeeHeadquater Lausanne SwitzerlandMotto swifter higher strongerPresent President Jac ques RoggeOfficial language English French Spanish Russian GermanHost city of 2000 Olympics Sydney AustraliaHost city of 2004 Olympics Athens GreeceHost city of 2008 Olympics Beijing ChinaHost city of the first Athens GreeceOlympicsSort Winter Olympics Summer OlympicsPurpose: to help Ss get as much background knowledge about the Olympics as possibleTask 2.Group work to discuss any of following questions:1).Why do so many athletes want to take part in the Olympic Games?2).Are the Olympic Games important to our society? Why or why not?Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material.Step2. Reading(10 mins)Task1.Skimming to find out what is the reading material going to talk about.Possible answer: the OlympicsTask2. Scanning to find the topic wordsPossible answer: the Winter Olympics , the Summer Olympics, the ancient Olympics,the modern Olympics, the Olympic motto, the 2008 OlympicsPurpose: to train Ss to glance through the passage quickly to get a general idea.Task3. Careful reading to find out the main idea of each paragraph.Purpose: to train Ss how to find out the main idea of a paragraph.Step3.Consolidation(10 mins)Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.Task2.Match the new words and their meanings(See WB Ex)Task3.Fill in a form about the passageOlympics Year Location China’s gold competitorsmedalsold Greece no femalecompetitors 1st in moderntimes23rd20002008 ? ?Purpose: to have a better understanding of the passage and note some useful words and phrases. Step4.Discussion(15 mins)Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.Topic1. What is the spirit of the Olympic Games? What can you learn from it?Topic2. Do you agree that faster, higher, stronger is a good motto not only for sports but also for life in general? Why?Topic3.Is it important to win in a sports match? Why or why not?Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions.Task2: DebateHosting the Olympic games is a great honour and a great responsibility. Since china has won the bidding of hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects.good effects bad effectspromote the economy costing a large amount of money make china better known to the world cause disorder to our societyPurpose: to have a further understanding about the Olympics.Step5.Homework assignmentWrite a report based on the debate carried out in class about the good effects and bad effects of the Olympics.And encourage Ss to express their own idea in the report.Purpose: to cultivate them how to write discussed topicsperiod 3Step1. Extensive reading (WB) (15 mins)Task 1. Read the passage and have a discussion about some related questions.1).What are some problems that unknown athletes have to deal with?2).Why are the Olympic Games so important to many athletes?3).Why do stars like Michael Jordan make more money than other athletes?Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not?Sports Popular /not very popular ReasonsTennisSoccerTabletennisBadmintonPurpose: to know more about sports and the Olympics.Step2.Speaking(5 mins)Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast.Task 2. As for Ss, Chinese, what will they do for the 2008 Olympics?Purpose: to make Ss note the use of Future Passive Voice and Future Active V oice.Step3. Language focus (25 mins)Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.Structure: Subject+ will be doneTask2. Show Ss a passage about the Olympics, and ask them to change it into passive voice.(See postscript 2) Task3. Pair work to ask questions about the passage with what , when, where, how etc.Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive V oice. Work with their partners and write down the notice. Then report it to class orally.Next week we are going to clear the school as follows:Monday--- Classroom Building No.1Tuesday--- Classroom Building No.2Wednesday--- the computer center and language labThursday--- the science labsFriday--- the libraryPurpose: to consolidate their understanding about the Future Passive Voice.Step4.Homework assignmentTask1. Finish some consolidation Ex of the Future Passive VoiceTask2. Find out as much information as possible about their favourite sports starsTeaching procedures of period 4Step1.Listening(5 mins)Ss will hear something about some sports stars and make their own decision according to what they have heard. Step2.Speaking (10 mins)Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.Purpose: to work as a preliminary step of writing.Step3.Writing (30 mins)Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.Purpose: This activity is to let Ss find out how to write a profile by themselves.Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.Step4.Homework assigmentSuppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job.Try to write a profile to introduce themselves.period 5Step1.Listening(10 mins)Complementary listening material: It is important to be able to recognize and understand numbers quickly when listening to spoken English.Many sports listening tasks involve numbers.Listen to the speakers and extract the numbers which are needed to complete these tables.(See postscript 3)Purpose: to make Ss get used to listening to English sports news in daily life.Step2.Speaking(10 mins)Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you thinkwill be done differently. Try to use the Passive Voice as much as possible. Example sentences:Eating food I think all food will be turned into juice and chopsticks won’t be used.Drinking water Wearing clothes Building houses Driving cars Reading booksPurpose: to revise the language focus in this unit.Step3.Reading(10 mins)Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4)Purpose: to offer Ss further information about sports so that they will have better understanding.Step4.Writing(15 mins)Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion and another report what they have written down.Sport: Soccer Sport:Table Sport:Sport:Objective:tennis Objective:Objective:Shoot the ball into the other Objective:Team’s goalNumber of players:Two teams of eleven players:ten outfielders and a goalkeepersSports field:Grass playing fieldEquipment:Football,two goalsBasic rules:1.Players are not allowed to use theirhands.Number of Number ofNumber of players:players: players:Sports field:Sports field:Sports field:Equipment:Equipment:Equipment:Basic rules:Basic rules: Basic rules:2.Task 2: Write a short essay in which you compare two sportsStep5.Homework AssignmentTask1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.Purpose: This activity is designed to check what Ss have learned from this unit.Task2: AssessmentPurpose: to help Ss to reflect on how and what they have learned from this unit.Through the whole unit a good many different kinds of assessment have been presented in the form oflistening,speaking,reading and writing.But as a whole unit, I design such two forms to let Ss clearly know their.own performances.Unit8SportsForm 1: (total score 5)listening speaking reading writing Self assessmentPeer assessmentTeacher assessmentForm 2: set improvement goalYour name Datea.What were your goals for this unit?b.Did you reach your goal?c.What different ways of learning did you use?d.Which did you like best?e.What your goals for the next unit?f.How do you plan to reach them?g.Will you ask some of your classmates for ideas and try new ways of learning?.Teaching aims and demands· Talk about sportsGoals· Talk about the Olympic Games· Talk about sports starsWhich do you like, or ? I like watching it.What’ s your favorite sport? Shooting. I think.FunctionWhich sport do you like best? I like best.Which do you prefer, or ? I prefer toWhat about ? I ’d rather watch it than play it.Are you interested in ? Yes, very much. / No, not really.Sure. I love sports.BC AD continent well-known athlete gold medal torch torch badmintonWords andtrack and field tie final dive shooting Greece competitor motto further rank speed skatingphrasesgymnastics prepare effect flame compete flag weight position superstar skill weigh title gesturefacialstand for because of would rather take part in preparation被动语态〔 2〕1.可以用英语描绘事物将遇到某种影响或某种办理---使用未来时被动语态。

初高中英语语音词汇衔接课教案

初高中英语语音词汇衔接课教案一、教学目标1. 让学生掌握初中阶段基本的英语语音规则，提高发音准确性。

2. 帮助学生过渡到高中阶段的英语学习，构建初中和高中英语学习的桥梁。

3. 通过对比分析，让学生了解初中和高中英语词汇的差异，提高词汇理解和运用能力。

二、教学内容1. 英语语音规则回顾：元音、辅音、连读、语调等。

2. 初中阶段重要词汇回顾。

3. 高中阶段常见词汇及用法讲解。

4. 针对初中生设计的英语词汇练习题。

三、教学方法1. 采用对比分析法，让学生通过对比初中和高中英语词汇的差异，提高词汇理解和运用能力。

2. 运用任务型教学法，让学生在实际语境中运用所学知识。

3. 采用分组讨论法，激发学生的合作精神和竞争意识。

四、教学步骤1. 复习初中阶段的英语语音规则，通过例句和练习让学生巩固所学知识。

2. 回顾初中阶段的重要词汇，让学生进行认读和拼写练习。

3. 引入高中阶段的常见词汇，对比分析初中和高中词汇的差异，讲解高中词汇的用法。

4. 设计针对初中生的英语词汇练习题，让学生在练习中运用所学知识。

5. 总结本节课所学内容，布置课后作业，要求学生复习巩固。

五、课后作业1. 复习本节课所学的英语语音规则和词汇。

2. 完成针对初中生的英语词汇练习题。

3. 预习下一节课的内容，准备参与课堂讨论。

六、教学评估1. 课堂参与度：观察学生在课堂上的发言和互动情况，评估他们的参与度和积极性。

2. 练习完成情况：检查学生完成的练习题，评估他们的理解和运用能力。

3. 课后作业：评估学生对课堂所学内容的掌握程度，以及他们的复习和巩固情况。

七、教学拓展1. 邀请英语母语者进行语音讲解，让学生更加直观地了解正宗的英语发音。

2. 组织英语角活动，让学生在实际交流中运用所学知识和词汇。

3. 推荐英语学习网站和APP，帮助学生进一步提高英语水平。

八、教学反思1. 反思教学内容和方法的有效性，根据学生的反馈和实际情况进行调整。

2. 思考如何更好地激发学生的学习兴趣和动力，提高他们的学习积极性。

2023年12月高中英语教资面试真题教案逐字稿高中英语语音课-语调

2023年12月高中英语教资面试真题教案逐字稿高中英语语音课-语调1. 题目：语音教学试讲2. 内容Female: I had a fantastic holiday in Egypt.Male: Yes? (showing interest)Female: The hotel was really fantastic. There were two swimming pools, a huge lake with windsurfing, tennis courts...Male: Mm, were there? (interested)Female: I went on a boat with a glass bottom looking at the amazing multi-coloured fish.Male: Mm, did you really? (interested)Female: Here is a photo of my family outside the hotel.Male: Mm. (not interested)Female: And this is a photo from our bedroom window.Male: Yes? (totally uninterested)3. 基本要求：(1) 朗读所给对话。

(2) 配合教学内容适当板书。

(3) 针对所给材料内容，设计关于语调的教学活动。

(4) 用英文试讲。

(5) 试讲时间：10分钟。

教案English Intonation in ConversationsObjectives:1. To understand the role of intonation in English conversations.2. To identify and practice different types of intonation.3. To apply intonation effectively in casual conversations. Materials Used:1. Copies of the conversation.2. Audio recordings of different intonations.3. Visual aids (pictures, graphs).Methodology:Introduction:Intonation is the rise and fall of the voice, which changes the meaning of a sentence. It is a crucial aspect of communication, especially in English, where intonation can significantly alter the intended meaning of a sentence.Activity 1:Students will listen to the given conversation and identify the intonation patterns used by the speakers. They will be asked to mark the rises and falls in the voice.Activity 2:Students will be shown different visual aids (graphs, pictures) that represent different intonation patterns. They will be asked to identify each pattern and its typical use in casual conversations.Activity 3:Students will practice different intonation patterns by reciting sentences with each pattern. They will be encouraged to use different rises and falls in their voices while reciting the sentences.Activity 4:Students will role-play the given conversation, using the intonation patterns they have just practiced. They will be asked to make their voices rise and fall appropriately, based on the content of their sentences. Conclusion:Students will be asked to reflect on the role of intonation in communication. They will be encouraged to apply what they have learned in casual conversations with their peers.Assessment:Assessment will be based on students' ability to identify and use different intonation patterns effectively in their role-plays. Feedback will be provided on their performance, focusing on improvements needed in their intonation usage.逐字稿Introduction to English IntonationGood morning/afternoon, everyone! Today, we’re going to explore an important aspect of language that adds depth and meaning beyond the words themselves: intonation.Intonation, or the rise and fall of the voice, is a crucial element of communication. In English, it’s not just about the words you use; it’s about the way you use your voice to convey your message. Think of intonation as a form of non-verbal communication, much like facial expressions or body language.Types of Intonation1. Flat Intonation:When the voice remains at the same pitch throughout a sentence, it’s known as flat intonation. This is often used for statements or when the speaker is being matter-of-fact.2. Rising Intonation:As the name suggests, the pitch rises at the end of a sentence or phrase. This is often used for questions or statements that require confirmation.3. Falling Intonation:The pitch falls at the end, often indicating a statement of fact or a completed thought.Functions of Intonation1. Emphasis:Intonation can highlight certain words or phrases, adding emphasis to them. For example, in the sentence "I love _cookies_!" the intonation on "cookies" would likely be higher, emphasizing that particular word.2. Meaning Modification:The same sentence can have different meanings depending on the intonation used. For instance, "I love you" can mean "I am in love with you" or simply "I am fond of you," depending on the intonation pattern used.3. Emotional Expression:Intonation is also a key indicator of emotions. A rising intonation at the end of a sentence can indicate surprise, curiosity, or uncertainty, while a falling intonation might indicate disappointment or resignation. Practice and Tips1. Listen and Imitate:The best way to learn intonation is by listening to native speakers and imitating their patterns. Watch movies or TV shows with English subtitles to hear how native speakers use intonation.2. Record and Review:Use voice recording apps to record yourself speaking English and then review the recording. Pay attention to your intonation patterns and identify areas for improvement.3. Practice with Friends:Have a friend help you practice by reciting lines from movies or scripts and focusing on your intonation. They can give feedback on your patterns and suggest improvements.4. Consistency:It’s important to be consistent with your intonation patterns, as inconsistency can confuse listeners and dilute your message. Practice regularly to ensure consistency in your speech.Remember, intonation is a learned skill that takes time and practice to master. Don’t be too hard on yourself; every step forward is a step in theright direction!That’s it for today’s lesson on English intonation! I hope you’ ve found it informative and helpful. Remember to practice regularly and you’ll soon see improvements in your English communication skills. Thank you for listening!。

教师资格证考试-面试-高中英语-教案模板+逐字稿-语音课

语音课教学设计思路+方案+逐字稿【注意】语音课主要涉及以下六种：(1)停顿（Pause/Stop）：为了使意思表达地更清晰，或者是为了换气的需要，我们在说活或者朗读时，经常需要停顿，在形式上，在有标点的地方需要停顿，在意义上，它与意群有关；(2)意群（Sense group）：一个句子可以按照意义和语法结构分为几个部分，每一个部分可以成为一个意群。

从语义、语法上讲，意群是能表达某种意思的一个词、一组词、一个短语或一个分句、一个从句或一个主句。

(3)语调（Intonation/Tone）：包括以下四种：①升调（Rising tone）：用于一般疑问句（General question）②降调（Falling tone）：用于陈述句（Declarative sentence）、特殊疑问句（Special question）、祈使句（Imperative sentence）、感叹句（Exclamatory sentence）③升降调（Rising-falling tone）：用于选择疑问句（Alternative question）、并列句（Coordinate sentence）④降升调（Falling-rising tone）：用于反义疑问句（Disjunctive question/Tag question）(4)重音（Stress）：包括以下两种：(5)连读（Liaison）：主要包括以下四种：①辅音+元音（Final consonant + initial vowel）：前一个单词以辅音结尾，后一个单词以元音开头；如：pick ~ up；②r/re+元音（r/re + initial vowel）：前一个单词以r/re结尾，后一个单词以元音开头；如：for ~example；③元音+元音（Final vowel + initial vowel）：前一个单词以元音结尾，后一个单词以元音开头；如：how ~ are you？④辅音+辅音（Final consonant + initial consonant）：前一个单词以辅音结尾，后一个单词以辅音开头；后面的辅音实际上是半元音（semi-vowel）；如：luck ~ you；(6)爆破（Plosive）：主要包括以下四种：①失去爆破（Loss of plosive）：当2个爆破音相连时，第一个“引而不发”，第二个爆破；爆破音包括：/b/ /p/ /d/ /t/ /g/ /k/ ；如：doctor；②不完全爆破（Incomplete plosive）：当爆破音后面跟有摩擦音（/f/ /v/ /θ/ /ð/ /s/ /z/ /ʃ/ /ʒ//h/）、破擦音（/tʃ/ /dʒ/）时，前面的爆破音只做部分爆破；如：good friends；③/t/ 或 /d/ + /m/ 或 /n/ 型：如：good morning；④/t/ 或 /d/ + /l/ 型：handle；【设计思路】语音课，我们采用3P模式，即presentation， practice以及production；各个环节可以设计的活动如下：【教案】Teaching PlanTeaching Aims:Knowledge aims:(1)Students can know the meaning of …（语音现象）in English language studying.(2)Students can learn …（材料内容）Ability aims:（根据语音现象选择）①停顿/意群：Students can pause correctly according to the sense group in reading sentences.②语调：Students can recognize different intonations of different sentences, such as declarative sentence, general question.③重读：Students can understand the intention of speaker and the changes of meaning through the changes of stress.④连读：Students can read the sentences more fluently by using the knowledge of liaison.⑤爆破：Students can read English sentences more fluently by using the knowledge of loss of plosive.Emotional aims: （以下内容选一/二即可）(1)Students can get more interests and confidence in learning English.(2)Students will be willing to apply their English into daily use.(3)Students can get the awareness of cooperation with others.Teaching Key & Difficult Points:Teaching key point:Students can know what …（语音现象）is and how to use it.Teaching difficult point:How to make students understand what …（语音现象） is.Teaching Procedures:Step 1 Warming up1.Greetings.2.Lead-in: （以下导入方式选其一即可）①Review the knowledge that we learned before/in the last class with the students: …②Check students’ homework that I assigned in the last class: …③Share a story/saying/experience with students: …④Show students some pictures about … and ask them to think about the following questions:/ Play a short video to the students and ask them to think about the following questions during watching:Q1: …Q2: …⑤Free talk: ask students to discuss the following question and then invite some of them to share their answers:Q: …⑥Tongue twister: read one/some tongue twisters twice for the students and ask them which time is better and why.Tongue twisters: How many cookies could a good cook cook if a good cook could cook cookies?Can you can a can as a canner can can a can?（读的时候，第一遍可以不是很好，第二遍要又快又准，并且要用到材料中所涉及的语音现象；提供的绕口令要与语音现象有关；）Step 2 Presentation(1)Deal with the material: （以下方式取其一即可）①Play the tape once or twice, ask students to get the main idea of it or just ask them one or two questions:Q1: …Q2: …（以上是将材料作为听力材料所设计的活动；若文章要求朗读文章，此步骤可设计成教师朗读；若材料比较简单，可以只听一遍）②Read the passage once or twice, ask students to get the main idea of it or just ask them one or two questions:Q1: …Q2: …（以上是将材料作为阅读材料所设计的活动；若文章要求朗读文章，此步骤可设计成教师朗读；若材料比较简单，可以只读一遍）(2)根据语音现象从以下中选择：①停顿/意群：Read the passage for the students, then ask them “how many stops are there in my reading?”②语调：Read the passage for the students and read some new sentences twice, then ask them “what’s the difference of these two times?”③重音：Read the passage for the students and read some new sentences twice, then ask them “what’s the difference of these two times?”④连读：Read the passage for the students and read some new sentences twice, then ask them “which time is better and why?”⑤爆破：Read the passage for the students and read some new sentences twice, then ask them “what’s the difference of these two times?”(3)Make a summary about the rules of …（语音现象）Step 3 PracticeAsk the students to read the passage with the rules of …（语音现象）, then invite some of them to share and give evaluation.Step 4 ProductionPlay a dubbing game: play a short video and then ask students to play a dubbing game.Step 5 Summary and HomeworkSummary: ask a student/lead the students to summarize the content of this lesson.（总结环节可以是老师自己总结，让同学总结，老师和同学一起总结三种方式，一般使用后两种方式比较好）Homework: ask students to write a short passage about … and make a record of their reading with the rules of …（语音现象） and emotion.Blackboard design:【试讲逐字稿】[自我介绍]:Good morning/afternoon, dear judges, I’m No.X candidate applying for high school English teacher. （有的地方不让说姓名，只能说号码，但有的地方规定要说姓名，进入面试室时，有人会给你看一下注意事项，所以请一定看清，否则说错了会视为作弊，取消资格的）（上面这一句是在敲门得到允许进去后，所做的自我介绍，或者是向考官问好，一般考官会回应说：good morning/afternoon，之后你需要走到讲台上，进行结构化答题，回答结束后，考官会说请开始你的试讲）分割线—下面是真正的试讲逐字稿Today my topic is …, now I’ll start my class.[Greetings]:Class begins, sit down please. Good morning/afternoon, boys and girls, welcome to my class. How are you guys today? Great? Not bad? Glad to hear that. Me? Oh I’m pretty good, thanks for your asking. So are you ready for our class? Ok, good.[Lead-in]：以下方式选其一即可（建议在此步骤中，若能与文章标题联系起来的时候，可以书写板书：具体的标题，若文章没有标题，可以找机会一边说：today we’re going to have a reading class, 一边书写板书：reading）①Before our class, boys and girls, let’s have a quick review about what we learned in the last class. Do you still remember it? Great, you all remember it. Yes, we learned about …. Now as for today we are going to learn more about it/we are going to learn another grammar.②Before our class, boys and girls, do you still remember the task that I assigned for you in the last class? Yes, it is … Ok, so how many of you have prepared it? Show me your hands. Ok Anna, please. （此处停顿几秒，假装Anna在回答）Excellent, I can see you did it with your heart. Now as for today, we are going to learn …/we are going to talk more about …③-1.Before our class, boys and girls, I’d like to share a story with you. After the story, you need to tell me …（此处可以出一个问题）So please listen to me carefully. …（讲故事）So who wants to share your answers with us? Anna, please. …（Anna的回答）Very good, sit down, please. Now as for today, we are going to learn …/we are going to talk more about …③-2.Before our class, boys and girls, I have s sentence for you, please listen to me carefully and please try to guess its meaning …（此处讲一个名人名言）So who wants to share your answers with us? Anna, please. …（Anna的回答）Very good, sit down, please. Now as for today, we are going to learn …/we are going to talk more about …③-3.Before our class, boys and girls, I’d like to share one experience of mine with you …（讲经历）So how about you? Do you have any unforgettable experience? Anna, please share with us. …（Anna的回答）Very good, sit down, please. Now as for today, we are going tolearn …/we are going to talk more about …④Before our class, boys and girls, let’s watch a short video/some pictures, and you need to think about the following questions: Q1: … and Q2: … Are you clear? Ok, great, let’s start here.（观看视频/图片，停顿几秒）Well you have enjoyed the video/the pictures, have you got the answers? Anna, you please. Oh you think … Yes, great, sit down please. How about question 2? Peter, please have a try. You think … I agree with you, sit down please. Now as for today, we are going to learn …/we are going to talk more about …⑤Before our class, boys and girls, I’d like to ask you a question: … Anna, please have a try. Yeah, …（Anna的回答）Wonderful, thank you, sit down please. And? Peter, please. Great, …（Peter的回答）Now as for today, we are going to learn …/we are going to talk more about …⑥Before our class, boys and girls, I have a tongue twister for you. Please listen to me carefully. …（绕口令）and please think about one question: why do you think tongue twister can be spoken so smoothly and quickly? Uh huh, yes, we can speak two or three words in a way of connecting. Good point, and in English, we call it liaison. Now as for today, we are going to learn more about it. （此处是以连读为例）[Presentation]:(1)以下方式选其一即可：①Now let’s listen to the tape. Please listen carefully and try to catch the main idea of it /try to think about the following one/two questions:Q1: …Q2: …Are you clear? Start here.（停顿几秒）It’s over, so have you got the main idea of it? Good, it’s … Very good.②Now let’s take out our paper and look at the reading passage. Please read it carefully to catch the main idea of it/to think about the following one/two questions:Q1: …Q2: …Are you clear? Start here.（停顿几秒）It’s over, so have you got the main idea of it? Good, it’s … Very good.(2) 以下方式选其一即可：①停顿/意群：Ok, now guys, I’ll read the passage for you again, and this time, please focus on my reading, and try to figure out where I stop when I’m reading. You can make notes if necessary, and at last, you need to tell me how many stops in the passage. …（教师朗读文章）Ok, how many stops do you found? Lily you please. …（Lily的回答）Good, sit down please. Do you agree with her? Yes? Very good.②语调：Ok, now guys, I’ll read the passage for you again, and this time, please focus onmy reading, and try to figure out some differences among some sentences. …（教师朗读文章，若没有要求，可以省略）Now it’s time to learn something new. Let’s look at a new sentences. I’ll read it twice, then please tell me the difference of these two times, clear? Ok, …（读两遍）Ok, can you tell me the difference of them? Please discuss it with your partner, then share with us, ok? Good, start.（停顿几秒）Who wants to share? Ok, Lily you please. You used different tones. Good, you got the point, sit down, please.③重音：Ok, now guys, I’ll read the passage for you again, and this time, please focus onmy reading, and try to figure out some differences among some sentences. …（教师朗读文章，若没有要求，可以省略）Now it’s time to learn something new. Let’s look at a new sentences. I’ll read it twice, then please tell me the difference of these two times, clear? Ok, …（读两遍）Ok, can you tell me the difference of them? Please discuss it with your partner, then share with us, ok? Good, start.（停顿几秒）Who wants to share? Ok, Lily you please. You emphasized different words each time. Good, you got the point, sit down, please.④连读：Ok, now guys, I’ll read the passage for you again, and this time, please focus onmy reading, and try to figure out some differences among some sentences. …（教师朗读文章，若没有要求，可以省略）Now it’s time to learn something new. Let’s look at a new sentences. I’ll read it twice, then please tell me which time is better, clear? Ok, …（读两遍）Which one is better? The second time? Ok, can you tell me why the second time is better? Please discuss it with yourpartner, then share with us, ok? Good, start.（停顿几秒）Who wants to share? Ok, Lily you please. Because you speak “…” and “…” in a way of connecting. Good, you got the point, sit down, please.⑤失爆：Ok, now guys, I’ll read the passage for you again, and this time, please focus onmy reading, and try to figure out some differences among some sentences. …（教师朗读文章，若没有要求，可以省略）Now it’s time to learn something new. Let’s look at a new sentences. I’ll read it twice, then please tell me the difference of these two times, clear? Ok, …（读两遍）Ok,can you tell me the difference of them? Please discuss it with your partner, then share with us, ok? Good, start.（停顿几秒）Who wants to share? Ok, Lily you please. You didn’t speak the letter “…” in the word of “…” in the second time. Good, you got the point, sit down, please.(3) 以下方式选其一即可：①停顿/意群：Actually in English, we call it “pause”（此时可以书写板书：what is pause?）. Now I am wondering what the rules of pause are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒，此时可以书写板书：when should we use pause?）Ok, time’s up. So have you found the rules? Well your group think that we should pause when we meet “and ”, “but”, “however”, “that”, “which” etc, and your group think that we should pause when we meet phrases and clauses. Very good. Let’s summarize the rules together. Actually we can say that we should pause in sense groups. So what is sense groups? A sense group is a language group that share the same meaning. That is to say, in a sentence, every word has its own meaning, and when they are combined together, they have a different meaning. When you pause at any word, it cannot convey the complete meaning of the sentence. Then we call it a sense group, clear? Great.②语调：Actually in English, we call it “intonation” or “tone”（此时可以书写板书：what is intonation?）. Now I am wondering what the rules of intonation are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use intonation?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. We use rising tone in general questions, falling tone in declarative sentences, special questions, imperative sentences and exclamatory sentences. We use rising-falling tone in alternative questions, and coordinate sentences. For example, in an alternative question, there are two parts, we use rising tone for the first part, and falling tone for the second part. And we use falling-rising tone in disjunctive questions. For example, in an disjunctive question, there are two parts, we use falling tone for the first part, and rising tone for the second part. Clear? Great.③重音-1：单词重音：Actually in English, we call it “ word stress”（此时可以书写板书：what is word stress?）. Now I am wondering what the rules of it are? Now please work in groups offour to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use word stress?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. For one-syllable words, we need to stress them, for disyllable or try-syllable words, normally we need to stress on the first syllable, and for multi-syllable words, we need to stress on the antepenultimate syllable. Clear? Great.③重音-2：句子重读-Grammatical stress：Actually in English, we call it “grammatical stress”（此时可以书写板书：what is grammatical stress?）. Now I am wondering what the rules of it are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use grammatical stress?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. Normally, we stress the notional words not the functional words. And notional words include nouns, verbs, adjectives, adverbs, etc,. and functional words include prepositions, article, adjunction, interjection, etc,. Clear? Great.③重音-3：句子重读-Logical stress：Actually in English, we call it “logical stress”（此时可以书写板书：what is logical stress?）. Now I am wondering what the rules of it are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use logical stress?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. Normally, we highlight or stress the information that the speaker or someone wants to know. Clear? Great.④连读：Actually in English, we call it “liaison”（此时可以书写板书：what is liaison?）. NowI am wondering what the rules of it are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use liaison?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. Normally, we can say the structure is: Final consonant + initial vowel, which means the first word is ended with a consonant and the second one is beginning with a vowel, such as pick ~ up./Final letter r/re + initial vowel, which means the first word is ended with the letter of r/re, and the second one is beginning with a vowel, such as for ~ example. /Final vowel + initial vowel, which means the first word is ended with a vowel and the second one is beginning with a vowel, such as how ~ are you? /Final consonant + initial consonant, which means the first word is ended with a consonant and the second one is beginning with a consonant, such as luck ~ you.（一般材料中只会涉及一种形式，请根据材料选择相应的形式） Clear? Great.⑤爆破：Actually in English, we call it “loss of plosive”（此时可以书写板书：what is loss of plosive?）. Now I am wondering what the rules of it are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use loss of plosive?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. There are six plosives: /b/ /p/ /d/ /t/ /g/ /k/, when any two of them meet, for the first one, you just give the shape of the mouth, do not need to give any sound of it. Such教师资格证考试—面试—高中英语—教案设计思路+方案+逐字稿as: doctor. /There are six plosives: /b/ /p/ /d/ /t/ /g/ /k/, and when any of them is followed with a fricative (/f/ /v/ /θ/ /ð/ /s/ /z/ /ʃ/ /ʒ/ /h/) or affricative (/tʃ/ /dʒ/), for the plosive, you just give a slight sound. Such as: good friend. /When /t/ or /d/ is followed with /m/ or /n/ or /l/, for /t/ or/d/, you just give the shape of the mouth, do not need to give any sound of it. Such as: good morning. （一般材料中只会涉及一种形式，请根据材料选择相应的形式） Clear? Great.[Practice]:Practice makes perfect. So let’s do some exercises. Please read the passage again. This time, you need to use the rules of …（语音现象）and then we’ll invite some of you to share with us, clear? Ok, start here.（停顿几秒）Now time’s up, who want to have a try? Lucy you please. （不需真正回答，只需停顿几秒，然后直接点评即可）Good, you did a good job, but there’s still some little mistakes. …（改正）Clear? Good, sit down please. Another one? Peter, please have a try.（不需真正回答，只需停顿几秒，然后直接点评即可）Well done, you made no mistake, sit down, please.[Production]:Since we mastered the knowledge well, let’s play a dubbing game, we will watch a movie, for the first time, listen to it carefully, and the second time, it’ll be silent, you need to choose your own character and try to make the scene as interesting as you can, please try to use the rules of …（语音现象）that we just learned, then we’ll have some students to share, clear? Good, start.（停顿几秒）Time’s up. Group one, please share your performance with us. （不需真正回答，只需停顿几秒，然后直接点评即可）Excellent, you all give a wonderful performance. I’m very proud of your progress and smart ideas.[Summary and homework]:How time flies! It’s time to make a summary. Let’s do it together. Today we havelearned … Yes, very good, and the rules of it are …. Ok good, we all did a good job in this class.（老师带领大家一起回答时，当说到重点的时候，要有所停顿，因为我们需要做的是引导学生回答，而不是我们自己回答）Well, after class, I’d like you to write a short passage about … and make a record of your reading with what we learned today. Are you clear? Ok, great. That’s all for today’s class. Goodbye class, see you next time.[结尾]：That’s all for my presentation, thank you![接下来就是答辩]11。

音乐教师面试试讲高中英语

音乐教师面试试讲高中英语音乐教师面试试讲高中英语，是一个将音乐与英语教学相结合的挑战。

以下是试讲内容的示例：尊敬的评委老师，各位同学，大家好。

今天，我将带领大家进入音乐的世界，同时学习相关的英语词汇和表达。

导入话题：音乐是跨越语言和文化的桥梁。

在今天的课程中，我们将探讨音乐与英语之间的联系，并通过一些经典歌曲来学习英语。

词汇学习：首先，让我们学习一些基本的音乐术语。

例如，"melody"（旋律）、"rhythm"（节奏）、"harmony"（和声）和"tempo"（速度）。

这些词汇不仅在音乐领域中至关重要，也是我们欣赏和讨论音乐时不可或缺的。

歌曲分析：接下来，我们将通过分析一首英文歌曲来加深对这些词汇的理解。

例如，我们可以选择《Imagine》这首歌，由John Lennon创作。

在这首歌中，旋律简单而富有感染力，节奏稳定，和声丰富，而歌曲的速度适中，营造出一种平和的氛围。

歌词学习：歌词是歌曲的灵魂。

通过学习歌词，我们不仅可以提高英语听力和阅读能力，还能了解歌曲背后的文化和情感。

让我们一起阅读《Imagine》的歌词，并找出其中的关键词和短语。

文化背景介绍：了解歌曲的文化背景有助于我们更深入地理解歌曲。

《Imagine》是一首呼吁和平与团结的歌曲，它反映了John Lennon对一个没有战争、没有宗教和国界的理想世界的向往。

互动环节：现在，让我们进行一个小活动。

请大家分成小组，每组选择一首英文歌曲，讨论并分享你们对歌曲的理解，包括它的主题、旋律、节奏和歌词。

总结：通过今天的试讲，我们不仅学习了音乐术语，还通过歌曲分析和歌词学习，提高了我们的英语能力。

音乐和英语的结合，让我们的学习变得更加生动和有趣。

作业布置：作为今天的作业，请大家选择一首自己喜欢的英文歌曲，写下它的歌词，并尝试分析歌词中的主题和情感。

感谢大家的参与，希望今天的课程能给大家带来启发和乐趣。

高中英语 Unit 8《Sports》说课稿新人教版

高一上 Unit 8 Sports 说课稿Teaching aims and demandsPeriod Arrangements:warming upreading materialsPeriod 1 listening Period 2,3speaking language focuslistening (WB)complementarylisteningmaterialspeakingPeriod 4 speakingPeriod 5complementaryreadingmaterialwriting(WB)integrating skill(writing)assessmentPeriod 1:Step1.Warming up (15 mins)Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4): Q: What do you know about sports?During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is agood chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.Possible response:school sports meetSports meet the National Gamesthe Asian Gamesthe Olympic Gamesthe World Cupetcball games: volleyball, basket ball, football, table tennis, tennis, ,golfbadminton, bowling, baseball, American football, ice hockey etcEvents of sportstrack and field: relay race, long jump, high jump, pole jump,discus, shot, javelin etcgymnastic: rings, double bars, high and low bars, horse , free exerciseswimming/shooting/skiing/ ice sports/diving/aquatic sports etcSport stars : Beckham, Mike Owen, Michael Jordan etcStep 2. Speaking(15 mins)Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the followingexpressions as a guide.(See SB p52)Task2(pair work): A survey about physical fitness (See postscript 1)Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discusstheir survey answers.1). Do you think your group is doing well or not? Why ?2). How can you become fitter?Step 3. Listening (15 mins)Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)Task 2: Listen to three sports reports and fill in the missing informationStep 4. Homework AssignmentTask: Find out some background information about the Olympics. T will offer them some websites as well: / / iod2 Step1. Lead-in(10 mins)Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide.At the same time T will display some relevant pictures.Task 2.Group work to discuss any of following questions:1).Why do so many athletes want to take part in the Olympic Games?2).Are the Olympic Games important to our society? Why or why not?Step2. Reading(10 mins)Task1.Skimming to find out what is the reading material going to talk about. Possible answer: the OlympicsTask2. Scanning to find the topic wordsPossible answer: the Winter Olympics , the Summer Olympics, the ancientOlympics,the modern Olympics, the Olympic motto, the 2020 OlympicsTask3. Careful reading to find out the main idea of each paragraph.Step3.Consolidation(10 mins)Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.Task2.Match the new words and their meanings(See WB Ex)Task3.Fill in a form about the passageStep4.Discussion(15 mins)Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.Topic1. What is the spirit of the Olympic Games? What can you learn from it?Topic2. Do you agree that”faster, higher, stronger”is a good motto not only for sports but also for life in general? Why?Topic3.Is it important to win in a sports match? Why or why not? Topic4.Discuss the causes and effects of some serious problems of theOlympics and think of the possible solutions.Task2: DebateHosting the Olympic games is a great honour and a great responsibility.Since china has won the biddingof hosting the 2020 Olympics, what will the Olympics bring to China, good effects or bad effects.good effects bad effectspromote the economy costing a large amount of money make china better known to the world cause disorder to our society……Step5.Homework assignmentWrite a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report.period 3Step1. Extensive reading (WB) (15 mins)Task 1. Read the passage and have a discussion about some related questions.1).What are some problems that unknown athletes have to deal with?2).Why are the Olympic Games so important to many athletes?3).Why do stars like Michael Jordan make more money than other athletes? Task 2.Pair work Compare the sports listed. Are they popular in china? Whyor why not?Step2.Speaking(5 mins)Task 1. China is going to host the 2020 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, Tcan display two pictures for contrast.Task 2. As for Ss, Chinese, what will they do for the 2020 Olympics?Step3. Language focus (25 mins)Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.Structure: Subject+ will be doneTask2. Show Ss a passage about the Olympics, and ask them to change it into passive voice.(See postscript 2)Task3. Pair work to ask questions about the passage with what , when, where, how etc.Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.Next week we are going to clear the school as follows:Monday--- Classroom Building No.1Tuesday--- Classroom Building No.2Wednesday--- the computer center and language labThursday--- the science labsFriday--- the libraryStep4.Homework assignmentTask1. Finish some consolidation Ex of the Future Passive VoiceTask2. Find out as much information as possible about their favourite sports starsTeaching procedures of period 4Step1.Listening(5 mins)Ss will hear something about some sports stars and make their own decision according to what they have heard.Step2.Speaking (10 mins)Guessing Game. Check what Ss have got about their favourite sports star..Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.Step3.Writing (30 mins)Task 1.Brainstorming. Ask Ss to think out information about Yao ming as muchas possible.Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.Step4.Homework assigmentSuppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2020 Olympic Games and Ss want to apply for the job.Try to write a profile to introduce themselves.period 5Step1.Listening(10 mins)Complementary listening material: It is important to be able to recognize and understand numbers quickly when listening to spoken English.Many sports listening tasks involve numbers.Listen to the speakers and extract the numbers which are needed to complete these tables.(See postscript 3)Step2.Speaking(10 mins)Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible.Example sentences:Eating food I think all food will be turned into juice and chopsticks won’t be used.Drinking water Wearing clothes Building houses Driving cars Reading booksStep3.Reading(10 mins)Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4)Step4.Writing(15 mins)Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion andanother report what they have written down.Task 2: Write a short essay in which you compare two sportsStep5.Homework AssignmentTask1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.Task2: AssessmentThrough the whole unit a good many different kinds of assessment have been presented in the form of listening,speaking,reading and writing.But as a whole unit, I design such two forms to let Ss clearly know their own performances.Form 1: (total score 5)Form 2: set improvement goalYour name Datea.What were your goals for this unit?b.Did you reach your goal?c.What different ways of learning did you use?d.Which did you like best?e.What your goals for the next unit?f.How do you plan to reach them?g.Will you ask some of your classmates for ideas and try new ways oflearning?。

升降调教案[修改版]

第一篇：升降调教案Teaching Topic: ↘and ↗in EnglishClass type: Pronounciation class 1．Teaching aims: Knowledge aims:Students can understand the meaning of ↘and ↗inEnglish.Ability aims:Student can try using ↘and ↗in English in a right way.Emotional aims:Students can love speaking English more by knowing about theusage of tones in English. 2．Teaching key points:Students can make a distinction between ↘and ↗in English.Teaching difficult points:Read some groups of ↘and ↗sentences in a right time on theirown.3．Teaching methods: Communicative approach and situational approach.4．Teaching aids: Multi-media.5．Teaching procedureStep 1.Lead inLet students try knowing about the rising and falling tone by asking: “How are you today?”Step2.Presentation 1. Put a video and lead students imitate according to the video. 2. Put some groups of sentences and lead students find out the rule of rising and falling tone.Step 3Practice: Let students play a role by imitating the videoStep 4.Summary and homework:Summary:Lead students summarize the rule of tone in English altogether.Homework:Write down your role play and play it with parteners. 6. Blackboard and Designing:↘and ↗in EnglishWhat do you do?I”m a student.What are you doing?I”m having a lesson.Which lesson do you have?I have an English lesson.第二篇：冷色调教案教学目标1.让学生知道冷色的色彩特点和所表达的感受。

高中英语发音矫正教案

高中英语发音矫正教案Introduction:The ability to pronounce English words accurately is crucial for effective communication. As high school students, it is important to develop correct pronunciation skills early on to enhance proficiency in English speaking. This pronunciation correction lesson plan aims to provide students with strategies to improve their pronunciation and ensure clarity in their speech. Let's dive into the various activities and exercises designed to help students overcome pronunciation challenges.Activity 1: Identifying Problematic SoundsObjective: To identify and address common problematic sounds in English pronunciation.Materials needed: A list of common English sounds (consonants and vowels), a whiteboard, and markers.Procedure:1. Start by introducing the concept of English sounds and how they differ from those in the students' native language.2. Write a list of consonant and vowel sounds on the whiteboard, focusing on sounds that students commonly struggle with.3. Pronounce each sound clearly and ask students to repeat after you.4. Give individual students an opportunity to produce the sounds and provide feedback on their accuracy.5. Engage the students in a discussion on the challenges they face while pronouncing these sounds.6. Summarize the common errors made by the students and create a collective understanding of the areas that need improvement.Activity 2: Minimal Pair PracticeObjective: To develop students' ability to differentiate between similar sounding words.Materials needed: A list of minimal pairs (words that differ in only one sound), a whiteboard, and markers.Procedure:1. Explain the concept of minimal pairs and their significance in improving pronunciation.2. Write a pair of words on the whiteboard, e.g., "ship" and "sheep."3. Pronounce both words clearly, emphasizing the difference in the target sound ("i" and "ee" in this case).4. Ask students to repeat each word individually and then in a sentence.5. Provide feedback on their pronunciation, focusing on the correct production of the target sound.6. Repeat the process with different minimal pairs, targeting the problematic sounds identified in Activity 1.7. Encourage students to practice these minimal pairs in pairs or small groups, ensuring they give each other feedback on pronunciation accuracy.Activity 3: Sentence Stress and IntonationObjective: To improve students' understanding and use of sentence stress and intonation patterns.Materials needed: A list of sentences with different stress and intonation patterns, a whiteboard, and markers.Procedure:1. Explain the concepts of sentence stress and intonation, emphasizing their importance in conveying meaning in English.2. Write a sentence on the whiteboard, e.g., "I didn't say he stole the money."3. Ask students to read the sentence aloud, focusing on the stressed words and intonation patterns.4. Discuss the changes in meaning that occur when stress and intonation are altered in the sentence.5. Introduce different sentence stress and intonation patterns, such as contrastive stress and rising/falling intonation.6. Provide examples and engage the students in practice exercises, allowing them to experiment with different stress and intonation patterns.7. Encourage students to incorporate these patterns in their daily conversations and presentations.Activity 4: Authentic Listening and Speaking PracticeObjective: To develop students' ability to understand and imitate English pronunciation through authentic audio materials.Materials needed: Audio clips or videos with native English speakers, headphones or a computer with speakers.Procedure:1. Provide students with audio clips or videos featuring native English speakers.2. Instruct them to listen carefully to the pronunciation, paying attention to individual sounds, stress, and intonation patterns.3. Encourage students to imitate the pronunciation, repeating after the native speakers.4. Discuss any challenges or questions that arise during the listening and imitation process.5. Provide additional practice opportunities by using various authentic materials, such as songs, movie clips, or TED Talks.6. Monitor students' progress and provide individual feedback on their pronunciation improvement.Conclusion:By following these pronunciation correction strategies, high school students can significantly enhance their English pronunciation skills. The activities and exercises in this lesson plan target common problem areas and provide students with opportunities for practice and improvement. Remember, consistent practice and exposure to authentic English materialsare key to achieving accurate pronunciation. Implement these techniques and watch your students' pronunciation skills soar!。

英语音调面试教案模板及范文

课时：1课时年级：小学英语教学目标：1. 让学生了解英语音调的基本概念和重要性。

2. 通过练习，提高学生的英语音调感知能力和发音准确性。

3. 培养学生对英语语音的兴趣，激发学习英语的积极性。

教学重点：1. 英语音调的基本概念。

2. 英语音调的感知和发音练习。

教学难点：1. 英语音调的感知和发音。

教学准备：1. 英语教材或相关音调教材。

2. 录音机或电脑播放器。

3. 录音带或MP3音乐。

教学过程：一、导入1. 教师用简单的英语问候学生，引入课题。

2. 提问：同学们，你们知道英语音调是什么吗？为什么英语音调很重要？二、讲解英语音调的基本概念1. 教师简要介绍英语音调的基本概念，如：音调、音高、音长等。

2. 用简单的例子说明音调对英语发音的影响。

三、感知英语音调1. 教师播放一段英语听力材料，让学生感知音调的变化。

2. 让学生模仿录音中的发音，注意音调的变化。

四、练习发音1. 教师选取几个音调明显的单词或句子，让学生跟读并注意音调。

2. 教师逐个纠正学生的发音，指导他们正确发音。

五、小组活动1. 将学生分成小组，每组选取一个音调明显的单词或句子，进行模仿和表演。

2. 小组之间互相评价，选出发音最准确的小组。

六、总结1. 教师对本次课的学习内容进行总结，强调英语音调的重要性。

2. 鼓励学生在日常生活中多听、多说、多练习，提高英语发音水平。

教学反思：1. 教师应关注学生的发音情况，及时纠正发音错误，提高学生的发音准确性。

2. 在教学过程中，教师应注重激发学生的学习兴趣，让他们在轻松愉快的氛围中学习英语音调。

3. 通过小组活动，培养学生的合作精神和表达能力。

教学评价：1. 观察学生在课堂上的参与度和发音准确性。

2. 通过课后作业或测试，了解学生对英语音调的掌握程度。

高中英语语音操练教案模板

课时：2课时年级：高一教学目标：1. 知识目标：学生能够掌握英语语音的基本知识，包括元音、辅音、重音、语调等。

2. 能力目标：学生能够通过听、说、读、写等活动，提高英语语音表达能力。

3. 情感目标：激发学生学习英语语音的兴趣，培养良好的英语语音习惯。

教学重难点：1. 重点：掌握英语语音的基本知识，提高语音表达能力。

2. 难点：在实际交流中运用所学语音知识，提高语音的准确性和流畅性。

教学工具：1. 多媒体设备（电脑、投影仪）2. 英语教材3. 语音练习材料4. 音标卡片教学过程：第一课时一、导入1. 教师通过播放一段英语歌曲，引导学生关注歌曲中的语音特点，引出本节课的主题。

2. 学生分享歌曲中的语音特点，教师总结并引出英语语音的重要性。

二、新课导入1. 教师简要介绍英语语音的基本知识，包括元音、辅音、重音、语调等。

2. 学生跟随教师学习音标，并进行简单的发音练习。

三、课堂练习1. 教师播放语音练习材料，学生跟随练习发音。

2. 学生分组进行语音练习，互相纠正发音错误。

四、课堂小结1. 教师总结本节课所学内容，强调重点和难点。

2. 学生回顾所学语音知识，提出疑问。

第二课时一、复习导入1. 教师通过提问，复习上一节课所学的语音知识。

2. 学生回答问题，巩固所学知识。

二、课堂练习1. 教师播放一段英语对话，学生跟随练习听力，并注意语音特点。

2. 学生分组进行角色扮演，练习口语表达，注意语音的准确性。

三、语音模仿1. 教师播放一段英语语音材料，学生跟随模仿发音。

2. 学生分组进行语音模仿比赛，提高发音水平。

四、课堂小结1. 教师总结本节课所学内容，强调重点和难点。

2. 学生回顾所学语音知识，提出疑问。

教学评价：1. 学生课堂表现：观察学生在课堂上的参与程度、发音准确性、口语表达能力等。

2. 学生作业完成情况：检查学生的语音练习作业，了解学生的语音掌握情况。

教学反思：1. 优化教学内容，根据学生的学习需求调整教学方案。

高中英语音律试讲教案模板

课时：1课时教学对象：高中一年级教学目标：1. 知识目标：掌握48个国际音标及其发音方法。

2. 能力目标：能够正确发音，并能识别和拼读单词。

3. 情感目标：培养学生对英语学习的兴趣，提高英语学习的自信心。

教学重点：1. 48个国际音标的发音。

2. 音标与单词的拼读关系。

教学难点：1. 音标的正确发音。

2. 音标与单词的拼读技巧。

教学准备：1. 多媒体课件：包括48个国际音标的图片、发音示例和练习题。

2. 黑板、粉笔。

3. 录音设备。

教学过程：一、导入新课（5分钟）1. 教师播放一首英语歌曲，引导学生关注歌曲中的发音。

2. 提问：同学们能说出歌曲中的一些单词吗？它们的发音有什么特点？3. 引出音标教学，介绍音标的作用。

二、讲授新课（25分钟）1. 教师展示48个国际音标的图片，逐一讲解每个音标的发音方法和口型。

2. 学生跟读，教师纠正发音。

3. 教师播放音标发音示例，让学生模仿。

4. 教师讲解音标与单词的拼读关系，如元音与辅音的拼读、连读等。

5. 学生进行音标拼读练习，教师巡视指导。

三、课堂练习（15分钟）1. 教师展示一些单词，让学生根据音标拼读出单词。

2. 学生分组进行音标拼读比赛，提高学生的参与度。

3. 教师讲解拼读技巧，如元音的强弱、辅音的清浊等。

四、课堂小结（5分钟）1. 教师总结本节课所学内容，强调音标的重要性。

2. 学生分享学习心得，提出疑问。

五、布置作业（5分钟）1. 复习本节课所学音标，巩固发音。

2. 拼读以下单词，注意音标与单词的拼读关系：- cat, big, book, school, teacher教学反思：1. 本节课通过多种教学手段，如图片、歌曲、游戏等，激发学生的学习兴趣，提高课堂氛围。

2. 在讲解音标时，注重示范和纠正，确保学生掌握正确的发音方法。

3. 通过课堂练习和比赛，让学生在轻松愉快的氛围中提高音标拼读能力。

4. 布置作业有助于巩固所学知识，为后续学习打下基础。

高中英语《语音-升降调》

高中英语教师资格证面试真题——《语音-升降调》一、考题二、考题解析高中英语《语音-升降调》主要教学过程及板书设计教学过程Step 1: Warming upShow some tongue twisters on the screen and ask students to read and practice them. They can make competitions with their desk mates.Can you can a can as a canner can can a can?Whether the weather be fine or whether the weather be not. Whether the weather be cold or whether the weather be hot. We'll weather the weather whether we like it or not.Step 2: Presentation1. Listen to the tape and later I will invite some students to tell us what he/she has heard from the tape and how many people they can find during the listening.2. Teacher read the same material as the listening without rising tone and falling tone.Students should compare these two listening and talk about the difference between the teacher’s reading and the tape.3. Guide students to find out the rising tone and falling tone in this conversation.4. Show the new knowledge:(1) General question---rising tone Would you…? May I…? Are you…?(2) Special question---falling tone What…? Where…? How…?(3) Declarative sentence---falling tone I can…? Go ahead please. See you ….Step 3: Practice1. Read the conversation loudly and use the correct tone in 3minutes.2. Practice this conversation with their partner in five minutes.Step 4: Production1. Invite some of them to perform this dialogue in front of the class.2. Write more sentences in groups in the table. They just have 3 minutes; the group which finishes fast in both quantity and quality can get some small gifts (post card, book marks).Step 5: Summary & Homework1. Summarize with students together that we’ve learnt a pronunciation lesson about rising and falling tones.2. (1) Listen to the tape and read the rest of the context with correct answer.(2)Watch a movie which they like best and write some rising and falling tones sentences on their note book (at least ten).板书设计答辩题目解析1.你这节课的重点是什么?【参考答案】本节课的重点是英语中升降调的学习。

高中英语升降调教案5篇2022

高中英语升降调教案5篇2022教案可以恰当地选择和运用教学方法，调动学生学习的积极性，面向大多数学生，同时注意培养优秀生和提高后进生，使全体学生都得到发展。

以下是小编带来的高中英语升降调教案内容，感谢您的阅读，希望能帮助到您！高中英语升降调教案1Good afternoon, everyone. It’s my great pleasure to be here sharing my lesson with you. The content is Senior High English Module 1 Unit 2 Modern heroes. I’ll be ready to begin this lesson from six parts, that is, analysis of the teaching material, analysis of the Students, teaching aims, teaching important and difficult points, teaching methods and teaching procedures. First of all, let me talk about the teaching material.Part 1 Analysis of the teaching material:Unit 2 is about different heroes, in which most students are interested. By studying this unit, we’ll enable the students to know how to be a hero and develop their interest in heroes. Lesson 1 plays an important part in the English teaching in this unit. If the students can learn it well, it will be helpful to make the students learn the rest of this unit. This lesson is about a national hero——Yang Liwei who is famous for the first astronaut of China, which, I think, the students are familiar with. There are many new words and expressions related to space flight appearing in the reading material, too.Part 2 Analysis of the Students:Aged 15-16 years, the students in Senior1 think actively, respond swiftly and have the courage to express their thoughts and ideas. Just entering high school and lacking in the ability of active learning, however, they haven’t formed a good habit oflearning English. When it comes toreading, they haven’t master how to use extensive and intensive reading skills and the abilities of summary and induction as well. In a wor d, students haven’t mastered the reading strategies. On the other hand, after a certain time of training, they’ve mastered some reading skills, such as group work, using the culture and background knowledge etc.Part 3 Teaching aims:According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:Knowledge goals:●To learn some words and expressions related to spac e flight appearing in the reading material.Ability goals:●To improve students’ basic ability of listening, speaking and reading.●To practise extensive reading in order to understand the main idea of each paragraph and guess the meaning of new words from the context.Emotional goals:●To motivate students’ interest in space exploration of China.●To help student to learn to cooperate with each other.Now, let’s come to the Important and the Difficult points.Part 4 Teaching Important and Difficult points:The important and difficult points of this period lie in: To achieve the teaching aims better and make the student respond actively to complete the tasks. But how to? According to theanalysis of the teaching material and the students’ learning background, I will use the following methods.Part 5 Teaching Methods:In my opinion, the main instructional aims of learning English in the High School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the Englis h language. So in this lesson I’ll mainly use the “communicative approach” to mobilize the enthusiasm of the students to actively participate in class activities and fulfill the tasks of teaching through teacher-student interaction and group discussion.At the same time, I’ll also use “task-based approach” in my teaching, which offers the students an opportunity to complete the tasks in which students use language to achieve a specific outcome. I’ll make use of the modern electricity teaching equipment and all kinds of teaching means, which can develop the Ss creativity in learning English.Part 6 Teaching proceduresStep 1 Lead-in.Show the students a piece of video: the launch of Shenzhou VThen ask the students the following questions:Do you know who was in the spaceship?(Show the picture of Yang Liwei)What do you know about him? (Show the profile of Yang Liwei )How do you feel about him?How did you feel about China’s first manned space flight?Purpose of my design: This activity can stimulate the interest of students, which naturally leads to the topic of this period.Step 2 Fast readingAsk the students to skim the passage to complete the task. ( Show the students the exercise on the screen) Task 1: Divide the class into two groups: boys and girls. Ask them to read the article quickly and the boys circle all the words related to a spaceship’s movement while the girls circle all the words related to Yang Liwei’s movement in the spaceship.Then ask the boys to judge whether the girls’ answers are right or wrong and the girls do the same.Purpose of my design: Enable students to understand the given material better using a useful reading skills. Dividing the class into two groups--boys and girls, will create a competition between the boys and girls, which, of cause , makes the studens more actively participate in the class activities.Step 3 Detailed readingTask 2: The students have got some basic understanding of the passage after Task 1.This time show the boy students five questions to answer, requiring them to conduct a second reading and get a further understanding of the passage . At the same time ask the girl students to find out the headings of the paragraphs and match them together.Boys:1. How did Yang Liwei feel during the flight? How did he feel afterwards?2. What did Yang Liwei do during the Shenzhou V’s seventh circle of the earth?3. How many circles did the spaceship complete while Yang Liwei was sleeping?4. What were helicopters doing as Yang Liwei returned to the earth’s atmosphere?5. What did Yang Liwei do when he came out of the spaceship?Girls:Para.1 IntroductionPara.2 An exciting lift-offPara.3 During the flightPara.4 International good wishesPara.5 Astronaut lands safelyPara.6 Welcome homeThen ask the boys to judge whether the girls’ answers are right or wrong and the girls do the same.Purpose of my design: The task makes students more familiar with the passage, train their reading speed and reading strategies and develop the students’ capacity of induction.Step 4 Post reading(Show some sentences with pictures to students, then ask them to guess the meaning of some words or phrases. ) Task 3: Ask the students to guess the meanings of some words and phrases together with some pictures. Then ask the students to complete the following exercise shown on the screen, using some words and expressions in this passage.China’s first spaceship at 9 a.m.,October 15,2003. The first Chinese ,Yang Liwei said, “When the spaceship was , I could really feel the high . When the spaceship from the rocket, I suddenly got a feeling of the sky.” During the 21-hour space , the spaceship the earth 14 times. When the space was the earth for the seventh time, Yang Liwei showed theof China and the UN, the wishes of Chinese to space peacefully. Yang landed . The spaceship was red when it came into the earth’s . The ship was shaking when it let out its . At the same time were ready to save Yang. Yang climbed out of the spaceship, smiled and to the crowds waiting for him.Purpose of my design: Present some key words and phrases appearing in the passage, and fill in the blanks to increase the students’ ability of language use. Then ask the students to report the answers one by one. This task can test the students’ learning effects.Step 5 Free discussionTask 4: Ask the students to Work in pairs. Imagine one is Yang Liwei and the other is a reporter from CCTV. Make up an interview between them.Example:Reporter: When did the spaceship lift off?Yang: It lifted off at 9 a.m. on October 15th, 2003.R: What did you eat in space?Y:…...Purpose of my design: Most students can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English. Without doubt, this will encourage them to speak English. In fact, it is a kind of demand of human being. “Task-based” method is used here to develop the students’ ability of communication and also their ability of co-operation will be well trained.。

语调教学英语教案模板范文

一、教学目标1. 知识目标：学生能够理解并掌握英语中常见的语调类型，包括降调、升调、降升调等。

2. 能力目标：学生能够运用所学语调知识，准确、自然地表达情感，增强口语表达的生动性和感染力。

3. 情感目标：培养学生对英语语调学习的兴趣，提高英语口语表达的自信心。

二、教学重难点1. 重点：掌握英语中常见的语调类型及其特点。

2. 难点：如何在实际交流中运用语调表达情感。

三、教学准备1. 教学课件或图片，展示不同语调的特点。

2. 音频资料，包含不同语调的例句。

3. 英语教材或相关教学材料。

四、教学过程（一）导入1. 教师播放一段英语对话，让学生感受语调在交流中的重要性。

2. 学生分享自己对语调的理解，教师简要介绍语调的概念。

（二）语调类型及特点1. 教师讲解降调、升调、降升调等常见语调的类型及特点。

2. 通过课件或图片展示不同语调的发音方法和表达效果。

3. 学生跟随教师练习不同语调的发音。

（三）语调在实际交流中的应用1. 教师播放音频资料，让学生辨别不同语调的例句。

2. 学生分组练习，用所学语调表达不同的情感，如喜悦、惊讶、愤怒等。

3. 学生展示练习成果，教师点评并给予指导。

（四）课堂活动1. 教师设置情景，让学生运用所学语调进行对话。

2. 学生分组进行角色扮演，模拟真实场景，运用语调表达情感。

3. 教师巡回指导，关注学生的语调运用情况。

（五）总结与反馈1. 教师总结本节课所学内容，强调语调在英语口语表达中的重要性。

2. 学生分享学习心得，教师给予鼓励和表扬。

3. 教师针对学生在课堂活动中的表现进行反馈，指出优点和不足。

五、课后作业1. 学生模仿音频资料中的语调，录制一段英语对话。

2. 学生在家庭或朋友面前展示自己的英语口语，运用所学语调表达情感。

六、教学反思1. 教师反思教学过程中学生的语调运用情况，总结教学效果。

2. 教师根据学生的反馈，调整教学方法和策略，提高教学效果。

注：以上教案模板仅供参考，具体教学过程可根据实际情况进行调整。

英语语音语调教学教案

英语语音语调教学教案1.什么是语音？What is phonetics?Phonetics: deals with speech sounds. The study of the phonetic medium of language2.英语语音教程的范畴？1) 掌握英语44个音素的发音.Phone/phoneme: The smallest meaning-distinctive sound unit 用以区别意义的最小发音单位.元音20个(单元音12+双元音8)+辅音音素24个,共计44.2) 了解英语的音节结构.掌握不同音素组合的发音. Syllable3) 正确地把握词与词之间过渡,使同一意群的词连贯和流畅地连接在一起；4) 掌握每个多音节词的重音模式;（stress pattern）5) 熟悉并使用单词的强读式和弱读式. (Strong Form & Weak Form )6）正确的掌握句子重音；（stress）7）掌握正确的话语节奏；(rhythm)8）正确。

得体地使用语调；(intonation)9）最重要的是，通过正确的语音语调来达到交际的目的。

3学习语音的重要意义？Why do we learn this course?1)有利于正确地从声音方面表达思想，对听说技能的获得是必须的。

2)有助于语法和词汇的学习。

（全面的牢固的掌握一门外语。

必须有声地掌握该们语音即首先掌握语音。

）4学习语音应注意什么？1）多听、多模仿、多练习。

2）以听促读、说。

3）掌握每个音是怎么发音的。

（发音器官）英语语调的意义语调（intonation），即说话的腔调，就是一句话里声调（pitch）高低抑扬轻重的配制和变化。

世界上没有一种语言是用单一的声调说出的，以英语为例，英语有五种基本语调：升调（↗）、的降调（↙）、的升降调（∧）、的降升调（∨）以及平调（→）。

一句话除了词汇意义（lexical meaning）还有语调意义（intonation meaning）。

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《语音升降调-Sports》教案
教师资格面试高中英语
高中英语《Sports》教案
Teaching Aims
Knowledge aim
Students can understand the tones of general questions and special questions.
Ability aim
After this lesson, student can express different tones in different questions in their daily life.
Emotional aims
Students will be more interested in learning English.
Students will pay more attention to English sentence expressions.
Teaching Key &Difficult Points
Key point:
Master the different tones of general questions and special questions.
Difficult point:
How to use these rules to express different tones in daily life.
Teaching procedures:
Step 1: Warming up
1. Daily greeting.
2. Show a short video about 2019 Women’s Vo lleyball World Cup.
Ask students what it is about and their feelings after watching the video, then some students may be invited to share their answers. Talk about the Spirit of the Chinese Women’s Volleyball Team and lead in the new topic today.
Step 2: Presentation
1. Ask students to open the book and find out questions in this article, then invite a student to come to the front and write down his or her answers.
1) What sports do you like doing?
2) Do you like watching sport on TV?
2. Read these two sentences for students, then ask them in which of them the intonation goes up at the end. Next let them try to find out the rules about intonation in questions. After 5 minutes, invite several students to share their ideas.
3. Lead students to make a conclusion of the intonation of general questions and special questions. (The falling intonation is used in special questions which begin with “wh-”, and the rising intonation is used in general questions that can be answered by “yes/no”.)
4. Present the adverbial clause of condition in this article and ask students to read the sentence with the rules. Then make a supplement that we should use rising tone if the adverbial clause is in front of the main clause.
3) If your school asked you to be in a team, would you try to back out?
Step 3: Practice
Ask students to read the general questions and special questions in this article with the rules to feel the different tones.
Lead students to do a dubbing for a piece of short cartoon which is name Smallfoot to deepen their impressions on the target knowledge.
Step 4: Production
Make sentences with general questions or special questions according to the different scenes given on the screen, such as coffee shop and bookstore. 5 minutes later, invite a pair to show their questions in front of the class.
Step 5: Summary & Homework
Summary: invite one of the students to review what we have learned and others make a supplement together.
Homework: use these two kinds of intonation to ask questions in their daily life.
Blackboard design
Teaching Reflection。