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

________...