高中英语听力试讲教案 16页

听力课试讲教案Gradelevel:FirstgradeofhighschoolLessontype:ListeningDuration:45minTeachingobjectives1)Enablestudentstomasterdifferentlisteningskills2)Helpstudentstolearnmoreabout…..Teachingaids:Multimediadevices;blackboardTeachingimportantanddifficultpoints1)Helpstudentstounderstandthelisteningmaterial2)EncouragestudentstoapplylisteningskillswhenlisteningtothematerialTeachingproceduresStep1Warming-up(2min)Showsomepicturestothestudentsandhaveafreetalkwiththestudents.Step2Pre-listening(5min)Organizethestudentstohaveabriefdiscussionaboutthetopic.Invitesomestudentstosharetheirideaswiththeclass.Predictthemainideaofthepassage.Afterthat,presentnewwordsandexpressionstothestudents.Step3While-listening(25min)1)Listenformainidea\nAskSstolistentothepassagebutdonotlookatthequestions,askthemtogetthemainideaofthepassage.Invitestudentstosharetheirideas.2)Listenforanswerstotheexercises/detailedinformationAskSstolistentothepassageagain.Thistimeaskthemtotrytheirbesttogetanswerstothequestions.Afterlistening,checkwhetherSsgetthecorrectanswer,andaskwhy.3)Playthetapeagain,focusonthepartwheretheydidnotgettherightinformation.Doyouhaveanyquestions?Step4Post-listening(10min)Showthemthelisteningtextandaskthemtoreaditaloudtogether.Step5Summary(2min)Inthisperiod,wemainlyfocusonthelisteningability.It’sveryimportant.Ifyourlisteningispoor,you’dbetterpracticemore.ThemoreyoulistentoEnglish,thebetteryourlisteningis.Remember:Practicemakesperfect.Step6Homework(1min)1)Readthelisteningtextsagainandtrytoretellthepassageinyourownwords2)Searchmoreinformationabout….口语课试讲教案Gradelevel:FirstgradeofhighschoolLessontype:SpeakingDuration:45minTeachingobjectives\n1)Studentswillbeabletousesomeimportantwordsandexpressions2)Studentswillbeabletoexpresstheirideasorthoughtsclearly.TeachingaidsMultimediadevices;blackboardTeachingimportantanddifficultpoints1)HelpSstomastertheexpressionsofgivingadvice:2)Talkabout…byusing…TeachingproceduresStep1Warming-upShowSssomepicturesof…andaskstudentstodescribewhattheyaredoing.Step2Lead-inPlaythetapeandaskSstolistentothedialogue.AskSstopredictwhatwewilllearntoday.Step3Providekeysentencepatterns&expressionsProvideSsusefulsentencepatternsandexpressionstoexpress…..Step4Role-play/DiscussionGivetheSsasituation,andasktheSstoworkinpairsandmakeupaconversation.AsktheSstodiscussthetopicwiththeirpartners.Afterthat,inviteSstopresenttheirideasinfrontoftheclass.Step5SummaryInthisperiod,wemainlyfocusonhowto….It’sveryimportant.Youshouldknowhowto…inreallifeafterthisperiod.Youshouldmemorizetheusefulexpressions\nwelearnedtoday.Ihopeyoucanpracticemoreafterclass.Remember:practicemakesperfect.Step6Homework1)Collectmoreexpressionsandsentencepatternsthatcanbeusedtoexpress…..2)Findapartnertopracticehowto…indifferentsituations.词汇课试讲教案Gradelevel:FirstgradeofhighschoolLessontype:VocabularyDuration:45minTeachingobjectives1)Enablestudentstoknowthemeaningofnewwordsandgrasptheusagesofsuchimportantnewwords2)EnableSstousesuchnewwordsintheirownwritingorspeakingTeachingaidsMultimediadevices;blackboardTeachingimportantanddifficultpoints1)Explainthemeaningandusageofthewordstothestudents2)EnableSstousethenewwordswhentheyexpressthemselvesTeachingproceduresStep1Lead-inRevision.Lastperiod,wehavefinishedthereadingofthepassage.Nowwewilllearnthenewwordsinthepassage.Let’slookattheunderlined/italic/boldwords.\nStep2GuessAskSstoguessthemeaningofthewordsinthecontext.OrgivestudentssomeexamplesandaskSstoguessthemeaningofthewords.Step3ExplanationExplainthemeaningofthewordstotheSs.Afterexplanation,presenttheusageofthewordstothestudentsandprovideexamplestohelpthemunderstandhowtousethem.Step4PracticeAskthestudentstomakesentenceswithnewwordsbythemselves.InviteSstosharetheirsentenceswiththewholeclass.Step5SummaryThis,period,wehavelearntseveralnewwords:...wehavelearnttheusageofthesenewwords.Ihopeyouwillmemorizethesewords,aswellastheusageofthesewords.Isuggestyouusethenewwordsasoftenaspossible.Inthisway,youwillknowhowtousethewords,insteadofonlyknowingthemeaningofthewords.Step6Homework1)Lookupthesenewwordsinthedictionary,andgetmoremeaningsandusageoftheminthedictionary.2)FinishExercise2onpage11.\nrequire.async(['wkcommon:widget/ui/lib/sio/sio.js'],function(sio){varurl='https://cpro.baidustatic.com/cpro/ui/c.js';sio.callByBrowser(url,function(){BAIDU_CLB_fillSlotAsync('u2845605','cpro_u2845605');});});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 . 2. Be able to talk about one‟s health problems and give advice fluently \n3. 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 \nAsk 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: \n1.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\n 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. 2.Use the -ED and -ING form of the words “bore” “interest” “amaze” and “embarrass” to make sentences. Blackboard design： Title: Teachingprocedures:　　Step1:Greetings　　T:Goodmorning,everyone.　　S:Goodmorning,MrDai.　　Step2:Lead-in\n　　T:MylovelySs,pleaselookatthescreen.Whatisthetopicofourclass?　　Ss:Unforgettableexperiences.　　T:Yes.Pleaseuseonewordtodescribeit,suchas“happy”.　　S1:…　　S2:…　　……　　T:perfect,allofyouareknowledgeable.　　(AskSsonebyone,andchoosesomewordswritedownontheblackboard.)　　T:Okay.Yousee,allofyouusedmanydifferentwordstodescribe,like…(writedownontheblackboard.)　　Step3:Activities　　1.Acitivity1:Tellingstory　　(Makeashortconclusion)　　T:Differentpeoplehavedifferentunderstandingofourtopic.Now,lookatthescreen,I’llshowyousomeaspectsofourtopic.First,unforgettableexperiencesometimesmeanssomethingleavesdeepimpressiononyou.Suchas……(thewordsofSs’)Italsocanmeansevents,somearegood,andsomearebad.(OlympicGames,naturaldisasters,etc.)Or,itmaybemeanssomethingverymeaningful.And,italsocanmeansyourunforgettabletrip;youwenttosomefamousplaces.Forexample,wenttozoos.Yes,IhavegonetoLinyiWildZooslastweek.Isawmanydifferentkindsofanimalsthere.It’ssoenjoyableandmeaningful.Youcanseethepictures….Doyouwanttoknowmoreinformation\naboutmy“Zoo’strip”?　　Ss:Yes.　　T:OK.Let’sseeittogether.　　(Presenttherouteofmytourontheblackboardorppt,useFirst—Next—Then—Finallytodescribe.)　　T:LookatmyrouteontheBlackboard:　　(Myownexperience:　　Itwasafunday.IwenttoLinyiWildZooswithmyfriends.First,wetookonthebusatbusstation.Becausewewouldseemanydangerousandferociousanimalssuchaslions,tigers,wolves,etc.Afterabouthalfanhour,webackedtothestation.Next,wewalkedtoseesomegentleanimalslikepandas,differentkindsofbirds,monkeys,swansandsoon.Then,wewenttoseetheanimals’shows.Theyaresolovely,interestingandsmart.Finally,wewenttotherestauranttohavedinner.Althoughallofuswereverytired,wewerehappyandenjoyable.)　　T:Howdoyouthinkofmyexperience?　　Ss:…　　T:ButIbelieveyoursmustbebetterthanmine.Now,workinginpairs,shareyourownunforgettableexperienceswithyourpartner.　　T:Icanseeallofyouareeagertotellyourstories....,whodoyouthinkhasthemostinterestingstoryinourclass?　　S1:**.\n　　T:OK.Thankyou.　　Jack,pleaseshareyourunforgettableexperience.　　S2:…　　T:Yousaythat…Whosestoryareyouinterestedin,youcancallhisorhername.　　…　　…　　T.Allofyoudidaverygoodjob.AndIamveryproudofyou.Giveyouabighand.Ifyouwanttoknowmore,youcancommunicatewithyourclassmatesafterclass.　　2.Activity2:Makingstory　　T:Next,let’splayamini-game.　　Lookingattheblackboard,therearetwofaces,oneis…theotheris…　　Iwillasktwostudentstowritedownsomerelevantwordsorphrases.　　……　　T:Now,Ihaveseveralenvelopesinmyhands.Doyouwanttoknowwhatisitinit?　　Ss:Yes.　　T:Okay.Iwilldivideyouintoseveralgroups.Eachgroupchoseoneenvelope.Andyouwillknowthesecretinit.　　(Makingtheshortdialogueaccordingtothepaperinenvelope.Aftertheyfinished,askonestudentofeachgrouptostandonthestagetotelltheirstory.)\n　　Step4:Summary　　T:Wehavelearnedmanyusefulwords,phrases,andsentencestodescribeourownexperience.Innextdays,youcanusethemtotalkaboutthings,peopleandeventsinyourowndailylife.　　Step5:Homework　　T:Afterclass,eachgroupprepareaplayaccordingyourstory.Atnextclass,youwillhavearoleplay.Areyouclear?　　高中英语教师资格证面试教案模板二　　TeachingObjectives(教学目标)　　1.LanguageObjectives(知识目标)　　2.AbilityObjectives(能力目标)　　(1)Enablestudentsto…　　(2)…　　3.MoralObjectives(情感、态度及价值观目标)　　(1)Helpstudentstolearnthat…　　(2)…　　注：　　1.TeachingObjectives的三个目标可以根据授课内容不同加以取舍。　　2.语言目标主要包括本课将讲授的重点单词，短语或句型结构。　　3.能力目标指对学生听说读写能力的培养。　　ImportantPoints(教学重点)　　1.Mastertwoimportantreadingskills\n　　2.…　　DifficultPoints(教学难点)　　1.Howtoanalyzethetextandgraspthemainideaofthetext;　　2.…　　TeachingMethods(教学方法)　　1.CommunicativeApproach.........　　2.TeachingAids:ataperecorder,aprojectorandacomputer…　　1.注：教学方法根据教学内容选择。　　TeachingProcedures(教学过程)　　StepILead-in(1mins)导入　　1.…　　2.…　　注：Lead-in部分是通过复习、图片、问问题、提问、讨论相关话题等教学手段引入本节课的授课内容。　　StepIIFastReading(3mins)新课学习　　注：Reading是通过skimming或scanning等教学手段使学生对课文大意，或课文结构等有所了解。　　StepIIIImportantwordsandphrases:(3mins)新课学习　　Eg.1.applyfor…(顶多讲两个!)　　2.…　　注：词汇课是通过对单词或短语的讲解使学生对具体知识等有详细了解，并通过小题练习，或者互相提问相关问题理解并掌握运用知识。\n　　StepIVCarefulReading(5mins)(顶多讲两个!)　　注：CarefulReading主要是处理课文中较难的单词，短语，句子结构，或课文篇章理解。如：　　Eg.1.TheteacherisaveryenthusiasticwomancalledMs.Shen.　　calledMs.Shen是过去分词短语作定语，与所修饰的词之间存在着逻辑上的被动关　　系，相当于定语从句who/thatwascalledMs.Shen。如：　　---Wevisitedthenewlibrarybuiltthreeweeksago.　　---ThefirsttextbookswrittenforteachingEnglishasaforeignlanguagecameoutinthe18thcentury.　　---MostoftheartistsinvitedtothepartywerefromSouthAfrica.　　注：短语一般放在被修饰词之后，单个过去分词放在被修饰词之前.　　2.…　　StepVSummary(1mins)(小结)　　注：Summary是总结讨论本节课的学习内容。如：　　WehaveknowntheLikang’slifeatSeniorHigh,isyourEnglishclassroomlikeLikang’s?Isyourclassthesamesizeashis?Isthenumberofboysandgirlsthesame?AreyoulookingforwardtodoingyourEnglishhomework?NowpleasediscusswithyourpartnerandcompareyourschoollifewithLikang’s.　　StepVIHomeworkAssignment(1mins)(作业布置)