教资高中英语语音教案.doc

教资高中英语语音教案
【篇一：大一语音教案】
教案
2009 ～2010 学年第一学期
系英语外事管理系教研室(组)
大一年级精读组
课程名称英语精读授课年级
2009
授课教师职
称
四川外语学院成都学院教务处制
二○○九年八
月
教案（首页）
教案
【篇二：教师资格证高中英语面试教案写法整理】阅读课：导入（图片，问答），读前讨论预测或者听力训练，读中寻读精读标记语法点找主旨句，读后讲解语法点，小组活动
teaching topic ：
teaching aims:
1. learn some new words .
2. improve students? reading ability and self-study ability.
3. enable students to value/love/aware the importance of ...
teaching aids: pictures, a tape recorder and ppt.
teaching important points:
1.improve students? reading ability.
2.master the following words. teaching difficult points:
1. how to make them to understand the reading text better.
2. improve their reading strategy.
teaching procedure: step 1:
lead-in
show students? pictures on the screen. and ask them what
they will do if they are in those situations, let them discuss in
pairs and then ask some ss answer the question after 3
minutes. step 2: pre- reading
teacher ask the ss to listen to the record to try to grasp the
general idea of the passage,try to answer 2 questions.
step 3: while- reading
using task-based method to help the ss improve their reading
skills in this step.
task1. scanning :
scanning the text and find the answer of 2 questions. looking
for the information quickly without reading the whole text.
task2. detail reading
read the passage carefully and do true or false exercises on
the screen. let ss get further understanding of the article and
check their reading results.
step 4: language learning
find out the new words and phrases. let them guess from the
context.
new words: new
phrases: step5:
summary
ss summarize what we have learnt and key points. make an
assessment on each group. step6: homework
write a diary with simple past tense.
blackboard design ：title:
questions: new words : 文章线
索（便于复述）
口语课教学过程：看图，问答练习，重点句呈现讲解，小组练习，展示成果
teaching objectives:
1. be able to master the following words and sentence pattern.
and learn the expression of giving advice .
3. improve the cooperative spirit and care more about yourself
and your family members? health. teaching aids: pictures, a
tape recorder and ppt.
the teaching focus:
1. master the following words and sentence pattern.
2. master the expressions of giving advice
the teaching difficulties:
1. students may find it difficult to remember all the target new
words in the class;
2. students may find it difficult to give appropriate advice to
the certain disease because of their limited life experience.
teaching procedure:
step1 ：warming up
greet ss by asking them: how are you today? then i?ll tell ss
that i?m not feeling well today (write the sentence on the
blackboard and guide ss to read it.) and get ss to guess the
reason freely. if ss can?t get the answer, i?ll tell them that i
didn?t have a good sleep last night. so i have a headache. (i
say this by doing a gesture)
step2: presentation of words and sentence patterns
1. let one student imitate he has a kind of disease and ask the
class guess what ?s the matter with him. use the following
sentence: ”what?s the matter with him? ”“i have a stomache. ”
2. show ss pictures of diseases.( write the words on the black
board.) step3: pair work
ask ss to work in pairs and talk about health problems by
using the bandage given and using the target language:
what?s the matter? i?m not feeling well. i have a ⋯
step4: presentation of expressions of giving advice
tell ss that i have a cold/cough, ask them: what should i do?
ss may give different answers, collect their answers and help
them to use: you should/shouldn?t do ⋯during this activity, some phrases will be learned: ...
step5: role play
1.show the sample dialogue and ask ss to complete it
according to the picture orally.
ask students to make a four -people group, one of them is a
doctor, the other three are patients. ask the ss to role play a
dialogue .
a: what?s the matter with you?
b: i?m not feeling well. i have a _______. a: when did it start?
b: about______ ago.
a: oh, that?s too bad. / i?m sorry to hear that. you
should/shouldn?t ________ and you should/shouldn?t
________...
b: yes, i think so.
a: _________________.
b: thank you, doctor. step5:
summary
ss summarize what we have learnt. make an assessment on
each group.
step6: homework
try to make a story according to the dialogue. blackboard
design ：
title:
new words and phrases :
sentence pattern :
语法课：复习导入，查找标记相关句子，总结规律，练习（造句，讨论）
teaching objectives:
1.enable the ss to know the uses of adjectives ending in -ing /
-ed and the differences between them.
2. master the following words and sentence pattern.
main word and expression: amazed, amazing, interested,
interesting, bored, boring.
main structure: the classroom was amazing. i was completely
amazed by the classroom. teaching aids: pictures, a tape
recorder and ppt.
teaching important points:
get the ss to know the differences between the adjectives
ending in -ing and -ed and learn the uses of them in the
sentences.
teaching difficult points:
understand the differences between the adjectives ending in –
ing and –ed and apply them in the sentences .
teaching procedure:
step 1 lead in
greet the students and say some words which includes the
language points. then tell them what we are going to learn is
the differences and uses of the adjectives ending in –ing and –
ed . ask students to think about the question below and try to
figure out the right answer.
---can you make a distinguish between the two sentences?
i am bored.
i am boring .
step 2 discovering and explaining.
ask the students to read the text and try to find out the
sentences which have the adjectives ending in -ing and –ed.
try to find the differences and understand the meaning of these
adjectives.
step 3 group work
let students work in groups and have a discussion. try to find
the differences of these adjectives and explain the meaning of
these sentences according to the context.
step 4 conclusion and exercise
invite students to make a report about their group discussion
and teacher will make a conclusion according to their report.
find the grammar rules:
1: the –ing form describes the people or things that cause the
feeling; （令人?）2: the –ed form tells us how people feel. （感
到?）
give some examples to show what they have learned and ask students to do exercise and
check the answers. fill in the blank with the correct forms of words.
it is a ____ (bore)party and i feel__(bore). step 5 homework
1. find out more adjectives ending in -ing and -ed and sentences.
e the -ed and - ing form of the words “bore ”“interest ” “amaze”and “embarrass ”to make sentences.
blackboard design ：title:
words and phrases : sentence
pattern :
.
听力课：导入，听主要内容检查主要内容，听细节（给问题），分
角色，对话表演
写作课：复习导入，展示讨论图片，描述内容/文体，总结关键词语，教师指导，写作文
【篇三：教师资格证英文教案】
teaching plan
type: module lesson material: three
days to see
teaching aids: multi-media and blackboard
instructor: zhu yun
class: class 12, senior ii, jianping high school
teaching objectives:
language objectives:
1. to build up students ’vocabulary by reading and analyzing famous writings;
2. to train students to further develop their reading skills.
emotional objectives:
1. to cultivate students ’appreci a ti o onf the masterpiece;
2. to arouse students ’awareness of the beauty of nature;
3. to get students to learn to cherish people and things around.
ability objectives:
1. to develop students ’ability to guess meanings of words through the context;
2. to cultivate students ’spirit of cooperation with classmates.
teaching procedures
i. presentation: pre-reading
1. test students ’awareness of the change of things around;
2. give a brief introduction of helen keller.
ii. practice: while-reading
i) read and understand the first two paragraphs
1. did helen keller think it was good or bad if people were
stricken blind and deaf for a few
days at some time during his early adult life?
2. how do you know that? (which word tells you?)
3. why did helen think it was a good idea for people to lose
their ability of sight and hearing?
4. did one of helen ’s friends observe anything when she returned from a long walk in
the
woods?
5. what did she say in reply to helen ’s question?
6. was her friend also blind (or was she normal)?
7. which word tells you that?
8. what did she say about the seeing people?
9. how do you understand the sentence “the seeing see little ”?
do you agree? why?
10. how did helen feel when saying “how was it possible ”? then how did helen feel the beauty of nature?
ii) read and appreciate the third paragraph。