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～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顿】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，读后解说语法点，小组活动teachingtopic：teachingaims:1.learnsomenewwords.2.improvestudents?readingabilityandself-studyability.3.enablestudentstovalue/love/awaretheimportanceof...teachingaids:pictures,ataperecorderandppt.teachingimportantpoints:1.improvestudents?readingability.2.masterthefollowingwords.teachingdifficultpoints:1.howtomakethemtounderstandthereadingtextbetter.2.improvetheirreadingstrategy.teachingprocedure:step1:lead-inshowstudents?picturesonthescreen.andaskthemwhattheywilldoiftheyareinthosesituations,letthemdiscussinpairsandthenasksomessanswerthequestionafter3minutes.step2:pre-readingteacheraskthesstolistentotherecordtotrytograspthegeneralideaofthepassage,trytoanswer2questions.step3:while-readingusingtask-basedmethodtohelpthessimprovetheirreadingskillsinthisstep.task1.scanning:scanningthetextandfindtheanswerof2questions.lookingfortheinformationquicklywithoutreadingthewholetext.task2.detailreadingreadthepassagecarefullyanddotrueorfalseexercisesonthescreen.letssgetfurtherunderstandingofthearticleandchecktheirreadingresults.step4:languagelearningfindoutthenewwordsandphrases.letthemguessfromthecontext.newwords:newphrases:step5:summarysssummarizewhatwehavelearntandkeypoints.makeanassessmentoneachgroup.step6:homeworkwriteadiarywithsimplepasttense.blackboarddesign：title:questions:newwords:文章线索（便于复述）口语课教学过程：看图，问答练习，重点句呈现解说，小组练习，展示成果teachingobjectives:1.beabletomasterthefollowingwordsandsentencepattern.andlearntheexpressionofgivingadvice.3.improvethecooperativespiritandcaremoreaboutyourselfandyourfamilymembers?health.teachingaids:pictures,ataperecorderandppt.theteachingfocus:1.masterthefollowingwordsandsentencepattern.2.mastertheexpressionsofgivingadvicetheteachingdifficulties:1.studentsmayfinditdifficulttorememberallthetargetnewwordsintheclass;2.studentsmayfinditdifficulttogiveappropriateadvicetothecertaindiseasebecauseoftheirlimitedlifeexperience.teachingprocedure:step1：warmingupgreetssbyaskingthem:howareyoutoday?theni?lltellssthati?mnotfeelingwelltoday(writethesentenceontheblackboardandguidesstoreadit.)andgetsstoguessthereasonfreely.ifsscan?tgettheanswer,i?lltellthemthatididn?thaveagoodsleeplastnight.soihaveaheadache.(isaythisbydoingagesture)step2:presentationofwordsandsentencepatterns1.letonestudentimitatehehasakindofdiseaseandasktheclassguesswhat?sthematterwithhim.usethefollowingsentence:”what?sthematterwithhim?”“ihaveastomache.”2.showsspicturesofdiseases.(writethewordsontheblackboard.)step3:pairworkasksstoworkinpairsandtalkabouthealthproblemsbyusingthebandagegivenandusingthetargetlanguage:what?sthematter?i?mnotfeelingwell.ihavea…step4:presentationofexpressionsofgivingadvicetellssthatihaveacold/cough,askthem:whatshouldido?ssmaygivedifferentanswers,collecttheiranswersandhelpthemtouse:youshould/shouldn?tdo…duringthisactivity,somephraseswillbelearned:...step5:roleplay1.showthesampledialogueandasksstocompleteitaccordingtothepictureorally.askstudentstomakeafour-peoplegroup,oneofthemisadoctor,theotherthreearepatients.askthesstoroleplayadialogue.a:what?sthematterwithyou?b:i?mnotfeelingwell.ihavea_______.a:whendiditstart?b:about______ago.a:oh,that?stoobad./i?msorrytohearthat.youshould/shouldn?t________andyoushould/shouldn?t________...b:yes,ithinkso.a:_________________.b:thankyou,doctor.step5:summarysssummarizewhatwehavelearnt.makeanassessmentoneachgroup.step6:homeworktrytomakeastoryaccordingtothedialogue.blackboarddesign：title:newwordsandphrases:sentencepattern:语法课：复习导入，查找标记有关句子，总结规律，练习（造句，讨论）teachingobjectives:1.enablethesstoknowtheusesofadjectivesendingin-ing/-edandthedifferencesbetweenthem.2.masterthefollowingwordsandsentencepattern.mainwordandexpression:amazed,amazing,interested,interesting,bored,boring.mainstructure:theclassroomwasamazing.iwascompletelyamazedbytheclassroom.teachingaids:pictures,ataperecorderandppt.teachingimportantpoints:getthesstoknowthedifferencesbetweentheadjectivesendingin-ingand-edandlearntheusesoftheminthesentences.teachingdifficultpoints:understandthedifferencesbetweentheadjectivesendingin–ingand–edandapplytheminthesentences.teachingprocedure:step1leadingreetthestudentsandsaysomewordswhichincludesthelanguagepoints.thentellthemwhatwearegoingtolearnisthedifferencesandusesoftheadjectivesendingin–ingand–ed.askstudentstothinkaboutthequestionbelowandtrytofigureouttherightanswer.canyoumakeadistinguishbetweenthetwosentences?iambored.iamboring.step2discoveringandexplaining.askthestudentstoreadthetextandtrytofindoutthesentenceswhichhavetheadjectivesendingin-ingand–ed.trytofindthedifferencesandunderstandthemeaningoftheseadjectives.step3groupworkletstudentsworkingroupsandhaveadiscussion.trytofindthedifferencesoftheseadjectivesandexplainthemeaningofthesesentencesaccordingtothecontext.step4conclusionandexerciseinvitestudentstomakeareportabouttheirgroupdiscussionandteacherwillmakeaconclusionaccordingtotheirreport.findthegrammarrules:1:the–ingformdescribesthepeopleorthingsthatcausethefeeling;（令人?）2:the–edformtellsushowpeoplefeel.（感到?）givesomeexamplestoshowwhattheyhavelearnedandaskstudentstodoexerciseandchecktheanswers.fillintheblankwiththecorrectformsofwords.itisa____(bore)partyandifeel__(bore).step5homework1.findoutmoreadjectivesendingin-ingand-edandsentences.2.usethe-edand-ingformofthewords“bore”“interest”“amaze”and“embarrass”tomakesentences.blackboarddesign：title:wordsandphrases:sentencepattern:.听力课：导入，听重要内容检查重要内容，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，总结核心词语，教师指导，写作文【篇三：教师资格证英文教案】teachingplantype:modulelessonmaterial:threedaystoseeteachingaids:multi-mediaandblackboardinstructor:zhuyunclass:class12,seniorii,jianpinghighschoolteachingobjectives:languageobjectives:1.tobuildupstudents’vocabularybyreadingandanalyzingfamouswritings;2.totrainstudentstofurtherdeveloptheirreadingskills.emotionalobjectives:1.tocultivatestudents’appreciationofthemasterpiece;2.toarousestudents’awarenessofthebeautyofnature;3.togetstudentstolearntocherishpeopleandthingsaround.abilityobjectives:1.todevelopstudents’abilitytoguessmeaningsofwordsthroughthecontext;2.tocultivatestudents’spiritofcooperationwithclassmates.teachingproceduresi.presentation:pre-reading1.teststudents’awarenessofthechangeofthingsaround;2.giveabriefintroductionofhelenkeller.ii.practice:while-readingi)readandunderstandthefirsttwoparagraphs1.didhelenkellerthinkitwasgoodorbadifpeoplewerestrickenblindanddeafforafewdaysatsometimeduringhisearlyadultlife?2.howdoyouknowthat?(whichwordtellsyou?)3.whydidhelenthinkitwasagoodideaforpeopletolosetheirabilityofsightandhearing?4.didoneofhelen’sfriendsobserveanythingwhenshereturnedfromalongwalkinthewoods?5.whatdidshesayinreplytohelen’squestion?6.washerfriendalsoblind(orwasshenormal)?7.whichwordtellsyouthat?8.whatdidshesayabouttheseeingpeople?9.howdoyouunderstandthesentence“theseeingseelittle”?doyouagree?why?10.howdidhelenfeelwhensaying“howwasitpossible”?thenhowdidhelenfeelthebeautyofnature?ii)readandappreciatethethirdparagraph1.students’arerequiredtoreadthethirdparagraphbythemselves。2.students’areguidedtoappreciatethelanguage1)howcanhelenfeeltheworld?2)whatarethethingsinnatureshetouchesandfeels?(aleaf,etc)3)howdoesshetouchandfeelthesethings?(findadv.)4)howdoesshefindthesethingswhenshetouchesthethingsinnatureemotionally?(whatwordsdoessheusetodescribethem)5)canyouillustrateherappreciationofnaturebyfindingasmanywordsaspossible?3.students’areinvitedtolistentothethirdparagraphandwhilelisteningtrytofeelhelen’sappreciationofnatureandoptimisticattitudetowardslife.4.whichsentenceimpressesyoumost?tellushowyoufeelaboutthesentence.iii.production:post-reading1.whatcanwelearnfromthepassage?2.topic:supposeyouweretoldyouwouldhaveonlythreedaystoseewhatwouldyoudoduringthelastthreedays?3.conclusioniv.assignments1.practicereadingthebeautifulwritingwithemotionafterclass;2.writeareviewofthepassage.threedaystoseeihaveoftenthoughtitwouldbeablessingifeachhumanbeingwerestrickenblindanddeafforafewdaysatsometimeduringhisearlyadultlife.darknesswouldmakehimmoreappreciativeofsight;silencewouldteachhimthejoysofsound.nowandthenihavetestedmyseeingfriendstodiscoverwhattheysee.recentlyiwasvisitedbyaverygoodfriendwhohadjustreturnedfromalongwalkinthewoods,andiaskedherwhatshehadobserved.“nothinginparticular,”shereplied.imighthavebeenincreduloushadinotbeenaccustomedtosuchresponses,forlongagoibecameconvincedthattheseeingseelittle.howwasitpossible,iaskedmyself,towalkforanhourthroughthewoodsandseenothingworthyofnote?iwhocannotseefindhundredsofthingstointerestmethroughmeretouch.ifeelthedelicatesymmetryofaleaf.ipassmyhandslovinglyaboutthesmoothskinofasilverbirch,ortheroughshaggybarkofapine.inspringitouchthebranchesoftreeshopefullyinsearchofabud,thefirstsignofawakeningnatureafterherwinter’ssleep.ifeelthedelightful,velvetytextureofaflower,anddiscoveritsremarkableconvolutions;andsomethingofthemiracleofnatureisrevealedtome.occasionally,ifiamveryfortunate,iplacemyhandgentl