教师资格考试高中英语教学设计(11页).doc

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1、-教师资格考试高中英语教学设计-第 11 页教师资格考试高中英语教学设计语音课TopicTeaching Aims:1. Knowledge aim: The students will be able to know how to pronounce/whatis2. Ability aim: The students will be able to pronounce .3. Emotional aim: The students will be able to pronounce . more confidently. Teaching methods: 3-P model (Prese

2、ntation, Practice, Production)Teaching Aid: blackboard, PowerPoint, some cards, picture of vocal organTeaching Procedures:1. Step 1: Greeting and Lead-in? Daily greeting? Lead-in:2. Step 2: presentationShow some cards to the students and ask them what it is.Ask student to read three sentences, ,3. S

3、tep 3: PracticeLet students practice the sound, and explain the right way to pronounce thesound.4. Step 4: ProductionSound discrimination and tongue twister 5. Step 5: Summary (or consolidation)T: Today, we have learned , please remember the right way to pronounce. Youshould practice more after clas

4、s. 6. Step 6: HomeworkPractice thewith your partner and find more example of Teaching reflection:Blackboard Design:案例,1/51页一、 音标教案Lessen plan for the pronunciation of /i/Teaching aims:,1,Knowledge aim: be able to know how to pronounce the diphthong /i/,2,Ability aim: By the end of the class, student

5、s should be able to pronounce thediphthong/i/,3,Emotional aim: be able to pronounce the /i/more confidentlyTeaching methods: 3-P model(Presentation, Practice, Production) Teaching aids: chock, blackboard, some cardsTeaching procedure:1) Step?Greeting and Lead-in2) Step? PresentationShow some cards t

6、o the students. Lead in the diphthong /i/3) Step? Practiceexplain the right way to pronounce the sound and practice the students the sound /i/.4) Step? ProductionSound discrimination and tongue twisterStep? SummarizeStep? HomeworkPractice the diphthong /i/ with your partner.TopicTeaching Aims:1. Kno

7、wledge aim: The students will be able to know how to pronounce/whatis2. Ability aim: The students will be able to pronounce .correctly3. Emotional aim: The students will be able to speak English more confidently.Teaching methods: 3-P model (Presentation, Practice, Production)Teaching Aid: blackboard

8、, PowerPoint, some cards, Teaching Procedures:1. Step 1: Greeting and Lead-in? Daily greeting? Lead-in: play a video and ask the students to pay attention to thepronunciation of native speakers. Then, ask some question about the video:What are they talking about? Do you notice how they pronounce ? 2

9、. Step 2: presentationRead the text and ask students to underline the parts where the pronunciationphenomenon is similar with the one shown in the video.Ask students to conclude the common point of those parts.Based on what students say, explain the pronunciation phenomenon 3. Step 3: PracticeAsk st

10、udents to read the text again.Ask students to read the examples on PPT. 4. Step 4: ProductionSound discrimination and tongue twisterAsk students to discuss with their partners.5. Step 5: SummaryBriefly summarize the skill to pronounce 6. Step 6: HomeworkPractice thewith your partner and find more ex

11、ample of 阅读课Teaching PlanTeaching Aims,1. Knowledge aim: students will be able to understand the main idea and somedetails of the passage.2. Ability aim: students will be able to use reading skills such as skimming andscanning.3. Emotional aim: Students can get more interested in English culture. Te

12、aching Procedures:1. Step one: warming-up lead-in (1 minutes)Greeting.Show the students some pictures or play a song about and ask them some simple questions: 2. Step two: pre-reading (2 minutes)Common sense onAsk students to give examples ofPlay the video about . While enjoy the video, students thi

13、nk over the followingquestions: .3. Step three: while-reading(4 minutes)Read the text for the students and then ask them to conclude the main idea of the passage.Main idea: Ask the students to read the passage carefully and decide whether the statements are true or false and explain why:Ask the stud

14、ents to work in groups and have a discussion on the following questions:4. Step Four: post-reading(2 minutes)Ask students to retell the passage. Ask students to retell between partners first, then ask two students to retell before class.5. Step Five: Summary and Homework(1 minutes)Briefly review the

15、 content learned today.Let the students to write a composition about the ending of this story.1. 阅读课的教学方案1. Teaching aims:1. Train the students reading ability.2. Enable the students to realize .3. Stimulate(激发) the students interest and .2. Teaching methods:1. Fast reading to get general idea of th

16、e text. 2. Careful reading to understand the passage better.3. Teaching procedures(程序):Step1 Lead-inUse some pictures of . to lead in the topic. Step 2 Pre-reading1. Play a guess game: .2. Play another guess game: .Step 3 Predict(预测)1. Ask the students to predict what the reading passage talks about

17、 according to thetitle and illustrations(插图) of passage. The teacher can give some clues by talking about the illustrations:Step 4 Skimming(略读)1. Let the students skim the whole passage to get the main idea, then evaluate theirpredictions. During this activity, the teacher should give some guidance(

18、指导) onreading skills.Main idea of the passage:2. Let the students skim the passage and divide it into different parts to find out themain idea of every part an the topic sentences. Part 1 (paragraph 1.)Step 5 Careful reading. (问题)Ask the students to scan the second part and complete the chart(图表)wit

19、hinformation from the passage.Ask the students to read carefully and finish the following tasks: .Read the statements and decide whether it is true or false and give the reason.听说课教案模板,TopicTeaching contents:Teaching Aims:1. Knowledge aim: The students will be able to know something about.; learnsom

20、e words and phrases to describe.2. Ability aim: The students will be able to express their opinion on 3. Emotional aim: The students will be able to speak English more confidentlyTeaching Key and Difficult Points:Teaching Aid: CAITeaching Procedures:1. Step 1: lead-inShow some pictures to the studen

21、ts and ask some questions: 2. Step 2: discussionAsk students to discusswith their partner, then ask two students to report theresults.3. Step 3: practicePresent some sentences of , then ask students to read them.Do the role play in pairs using those sentences, then ask one pair to do thepresentation

22、.4. Step 4: interviewPlay an interview video about . ask students to intimate the interview pattern thespeakers use and interview their partners, then ask one pair to do the presentation. 5. Step 5: Summary (or consolidation)Review the sentences that we can use when we talk about6. Step 6: homeworkI

23、nterview your classmate about using the sentences and interview skills welearn today.2. 听说课的教学方案:Knowledge aims1. To listen to and understand the listening materials.2. Students can master the following expressions:(一些句型)Ability aims22/51页1. Enable students to catch and understand the listening mate

24、rials. 2. Develop students ability to get special information and take note while listening.3. Get students to learn and use the expressions of . Emotional aim1. Enable students to know more about .2. Develop students sense of .Teaching proceduresStep 1 Lead-inPlay a game .1. Put students into pairs

25、. Give them each two minutes to think of . .(游戏过程)Step 2 Pre-listening1. Tell students they will listen to a dialogue about . 2. Give students some directions and make them predict what the listening text is about.Step 3 While-listening1. Tell students listen to the tape first to get the main idea a

26、nd decide whether theirprediction gist right or not.2. Ask students to listen to the tape again. Let them listen and answer some questions.(Show the questions on the blackboard)3. Students exchange the information and listen to the tape a third time for checking.Let them have the correct answers.Ste

27、p 4 Post-listening1. Give 2-3 minutes to students to ask questions if they have any. 2. Show students the listening text and let them read it aloud. 3. Let students read aloud the questions and expressions on the blackboard: .(之前目标里的句型)4. Make sure they will understand and enable to use the, Then le

28、t them in Pairs discuss .5. Get some pairs to act out their dialogue in front of the class. Step 5 Homework1. Make sentences with the expressions in the lesson.2. Surf the internet to find out more information about .3. 给一篇文章用来讲语法的课堂设计Knowledge objectivesTo learn the use of . (语法点)Ability objectives

29、To use . (语法) correctly and properly according to the context. Emotional objectives1. To become interested in grammar learning.2. To develop the sense of group cooperationTeaching important pointsGet students to learn and master the new grammar item: . (语法)Teaching difficult pointsEnable students to

30、 learn how to use . correctly. Teaching proceduresStep 1 Revision1. Check the homework exercises.2. Let students dictate some new words and expressions. Step 2 Discovering useful structures1. Ask students to read through the passage . , pick out the sentences where .(语法)are, and then underline . (语法

31、)2. Let students work in pairs to translate these sentences and try to understand the useof .3. Have students observe the sentences and draw the conclusion: . Step 3 Understanding and summarizing1. Ask students to work in pairs to finish the following exercises on how . are used.(Show the following

32、on the screen)Step 4 Using structures(Show the following exercises on the screen or give out exercises papers.)Answer the following questions using .1. Ask students to work in group of four.2. Give them four minutes to finish the work and ask each group to choose the bestanswers.3. Ask students to c

33、hoose the best sentences.Step 5 Playing the gameGet into groups and play the game:Step 6 Closing down by a quiz.(Show some exercises on the screen.)Let students finish them within a few minutes, then check the answers with the wholeclass.4. 写作课的教学方案Knowledge objectivesBy the end of this lesson the s

34、tudents:1. will have a better understanding of the structure and characteristics of an advertisement.2. will grasp some useful words and expressions to describe a good restaurant such as: .Ability objectives1. To grasp the use of persuasive sentences.2. To improve the ability of in gathering, analyz

35、ing, comparing and making conclusion.Moral objectives1. To improve the students learning motivation.2. To make the students become confident.3. To improve their ability of cooperating with each other through discussing. Teaching important and difficult pointsTask-based approach, cooperating approach

36、 and communicative approach. Teaching proceduresStep 1 Revision & lead inFirst check the homework of last class.Then let the students swap the homework with each other and discuss in groups of 4, take notes, find out and category the impressive sentences into 5 kinds of information: .Step 2 Discussi

37、ng1. Show students 4 pictures of .2. Ask 3 students to report their work, show them the pictures of . Step 3 Pre-writing1. Show them the sample .2. Read the . and think over what are the characteristics of . , encourage some students to analyze and tell their opinion.Step 4 While-writing1. Ask stude

38、nts to read the requirements on the text.2. Ask them to write the topic sentence first, and then write at least 6 supporting sentences to .Step 5 Post-writingLet them swap their passage with each other and recommend 3 most successful . Step 6 Homework1. Polish students writing and write some more as

39、pects of .Their final work will be modified and selected, then the most successful ones will be put up on the English Corner.2. Review the words and expressions in this unit.高中英语写作课 教学设计高中英语写作课教案Teaching Aims1.To get the students to appreciating remarks on friendship or friends.2.To enable the stude

40、nts to write a short story about friends or friendships. Teaching ProceduresStep 1 DiscussionNow, I found 500 pounds in Roys pocket. Did Roy steal the money from the charity? Someone says yes, someone says no. If Roy did steal the money from the charity, shall I tell the teacher or call the police?

41、If Roy didnt steal the money, what should I do?Discuss it in groups of four .Collect answers from students. Draw a conclusion; whether Roy stole the money or not, we help him all the same. Because were friends. Friends are the ones we can get help from and we can trust.In this unit, we have talked a

42、 lot about friends and friendship, knowing the importance of friends. And what do you think of a friend or friendship? How to keep friendship?List good qualities and bad qualities a friend may have. Suggested answers:Good qualities:outgoing hospitable considerate enthusiastic friendly kind polite ho

43、nest loyal brave positive optimistic smart intelligent modest generous determined responsible matureBad qualities:dishonest unfriendly dishonest rude impolite selfish lazy careless pessimistic Brainstorming:Step 2 WritingDescribe a problem you had with a friend and give advice on how to keep friends

44、.Suggested expressions:close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to , considerate, warm hearted, honest,一些有关友谊的名言警句如,On friends and friendship:A true friend is one soul in two bodies. (-Aristotle)A friend in need is a friend inde

45、ed. (-Ray)Be slow in choosing a friend; slower in changing.(-Benjamin Franklin)A friend is a present which you give yourself. (-Robert Louis Stevenson)Fate chooses your relatives, you choose your friends. (-Abbe Jacques Deille)A faithful friend is the medicine of life. (-William Shakespeare)The bird

46、 a nest, the spider a web, man friendship.(-William Blake)We choose our friend by instinct, but we keep them by judgment. (-Alfred Capus)Friendship is love without his wings. (-George Gordon Byron)True friendship is a plant of slow growth.(-George Washington)Sample:Friendship is one of the most valu

47、able relationship in our lives, it may even last through you whole life. I have a good friend. Sometimes I argue with my friend. For example, once we discussed a problem of our homework, as we held different ideas and wanted to persuade each other, we argued a lot. However, after we found the correct answer, the one that was wrong apologized at once. No matter how often we quarreled and what