教资高中英语语音教案

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.

https://www.360docs.net/doc/5d9142292.html,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’ appreciation of 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

1. students’ are required to read the third paragraph by themselves。

2. students’ are guided to appreciate the language

1) how can helen feel the world ?

2) what are the things in nature she touches and feels? (a leaf, etc)

3) how does she touch and feel these things? ( find adv.)

4) how does she find these things when she touches the

things in nature emotionally?

(what words does she use to describe them)

5) can you illustrate her appreciation of nature by finding as many words as possible?

3. students’ are invited to listen to the third paragraph and while listening try to feel helen’s

appreciation of nature and optimistic attitude towards life.

4. which sentence impresses you most? tell us how you feel about the sentence.

iii. production: post-reading

1. what can we learn from the passage?

2. topic: suppose you were told you would have only three days to see what would you do

during the last three days?

3. conclusion

iv. assignments

1. practice reading the beautiful writing with emotion after class;

2. write a review of the passage.

three days to see

i have often thought it would be a blessing if each human being were stricken blind and deaf for a few days at some time during his early adult life. darkness would make him more appreciative of sight; silence would teach him the joys of sound.

now and then i have tested my seeing friends to discover

what they see. recently i was visited by a very good friend who had just returned from a long walk in the woods, and i asked her what she had observed. “nothing in particular,” she replied.

i might have been incredulous had i not been accustomed to such responses, for long ago i became convinced that the seeing see little.

how was it possible, i asked myself, to walk for an hour through the woods and see nothing worthy of note? i who cannot see find hundreds of things to interest me through mere touch. i feel the delicate symmetry of a leaf. i pass my hands lovingly about the smooth skin of a silver birch, or the rough shaggy bark of a pine. in spring i touch the branches of trees hopefully in search of a bud, the first sign of awakening nature after her winter’s sleep. i feel the delightful, velve ty texture of a flower, and discover its remarkable convolutions; and something of the miracle of nature is revealed to me. occasionally, if i am very fortunate, i place my hand gently in a small tree and feel the happy quiver of a bird in full song. i am delighted to have cool waters of a brook rush through my open fingers. to me a lush carpet of pine needles or spongy grass is more welcome than the most luxurious persian rug. to me the pageant of seasons is a thrilling and unending drama, the action of which streams through my finger tips.

excerpt from the story of my life by helen keller

vocabulary

1. delicate: small and beautifully shaped; attractive and graceful

2. symmetry: exact likeness in size, shape , design, or structure between two halves or sides of

something; an effect of pleasing balance

3. shaggy: long and messy

4. velvety: pleasantly soft to touch; smooth and soft

5. texture: the way that a surface and material, etc feels when you touch it, and how smooth or

rough it looks; structure

6. convolution: folding or twisting

7. quiver: to make a slight trembling movement, esp. from fear or excitement

8. lush: (of a plant, esp. grass) growing very well, thickly and healthily

9. spongy: soft and full of holes, and sometimes wet

10. luxurious: very comfortable, beautiful and expensive

11. pageant: a colourful public procession, show, or ceremony