高中英语听力课试讲教案(DOC 8页).doc

1、听力课试讲教案Grade level: First grade of high schoolLesson type: ListeningDuration: 45 minTeaching objectives1) Enable students to master different listening skills2) Help students to learn more about .Teaching aids:Multimedia devices; blackboardTeaching important and difficult points1) Help students to u

2、nderstand the listening material2) Encourage students to apply listening skills when listening to the material Teaching proceduresStep 1 Warming-up (2min)Show some pictures to the students and have a free talk with the students. Step 2 Pre-listening (5min)Organize the students to have a brief discus

3、sion about the topic. Invite some students to share their ideas with the class. Predict the main idea of the passage. After that,present new words and expressions to the students.Step 3 While-listening (25min)1) Listen for main ideaAsk Ss to listen to the passage but do not look at the questions, as

4、k them to get the main idea of the passage. Invite students to share their ideas.2) Listen for answers to the exercises/detailed informationAsk Ss to listen to the passage again. This time ask them to try their best to get answers to the questions. After listening, check whether Ss get the correct a

5、nswer, and ask why.3) Play the tape again, focus on the part where they did not get the right information. Do you have any questions?Step 4 Post-listening (10min)Show them the listening text and ask them to read it aloud together.Step 5 Summary (2min)In this period, we mainly focus on the listening

6、ability. Its very important. If your listening is poor, youd better practice more. The more you listen to English, the better your listening is. Remember: Practice makes perfect.Step 6 Homework (1min)1) Read the listening texts again and try to retell the passage in your own words2) Search more info

7、rmation about .口语课试讲教案Grade level: First grade of high schoolLesson type: SpeakingDuration: 45 minTeaching objectives1) Students will be able to use some important words and expressions2) Students will be able to express their ideas or thoughts clearly.Teaching aidsMultimedia devices; blackboardTeac

8、hing important and difficult points1) Help Ss to master the expressions of giving advice:2) Talk about by using Teaching proceduresStep 1 Warming-upShow Ss some pictures of and ask students to describe what they are doing. Step 2 Lead-inPlay the tape and ask Ss to listen to the dialogue. Ask Ss to p

9、redict what we will learn today.Step 3 Provide key sentence patterns & expressionsProvide Ss useful sentence patterns and expressions to express .Step 4 Role-play/ DiscussionGive the Ss a situation, and ask the Ss to work in pairs and make up a conversation. Ask the Ss to discuss the topic with thei

10、r partners.After that, invite Ss to present their ideas in front of the class.Step 5 SummaryIn this period, we mainly focus on how to. Its very important. You should know how to in real life after this period. You should memorize the useful expressions we learned today. I hope you can practice more

11、after class. Remember: practice makes perfect.Step 6 Homework1) Collect more expressions and sentence patterns that can be used to express .2) Find a partner to practice how to in different situations.词汇课试讲教案Grade level: First grade of high schoolLesson type: VocabularyDuration: 45 minTeaching objec

12、tives1) Enable students to know the meaning of new words and grasp the usages of such important new words2) Enable Ss to use such new words in their own writing or speakingTeaching aidsMultimedia devices; blackboardTeaching important and difficult points1) Explain the meaning and usage of the words

13、to the students2) Enable Ss to use the new words when they express themselvesTeaching proceduresStep 1 Lead-inRevision. Last period, we have finished the reading of the passage. Now we will learn the new words in the passage. Lets look at the underlined/italic/bold words. Step 2 GuessAsk Ss to guess

14、 the meaning of the words in the context. Or give students some examples and ask Ss to guess the meaning of the words.Step 3 ExplanationExplain the meaning of the words to the Ss. After explanation, present the usage of the words to the students and provide examples to help them understand how to us

15、e them.Step 4 PracticeAsk the students to make sentences with new words by themselves. Invite Ss to share their sentences with the whole class.Step 5 SummaryThis, period, we have learnt several new words:. we have learnt the usage of these new words. I hope you will memorize these words, as well as

16、the usage of these words. I suggest you use the new words as often as possible. In this way, you will know how to use the words, instead of only knowing the meaning of the words. Step 6 Homework1) Look up these new words in the dictionary, and get more meanings and usage of them in the dictionary.2)

17、 Finish Exercise 2 on page 11. require.async(wkcommon:widget/ui/lib/sio/sio.js, function(sio) var url = sio.callByBrowser( url, function () BAIDU_CLB_fillSlotAsync(u2845605,cpro_u2845605); ); ); Newwords:Newphrases:Step5:SummarySssummarizewhatwehavelearntandkeypoints.Makeanassessmentoneachgroup.Step

18、6: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，重点句呈现讲解，小组练习，展示成果TeachingObjectives:1.Beabletomasterthefollowingwordsandsentencepattern.Andlearntheexpressionofgivingadvice.2.Beabletotalkaboutoneshealthproblemsandgiveadvicefluently3.Improve

19、thecooperativespiritandcaremoreaboutyourselfandyourfamilymembershealth.TeachingAids:Pictures,ataperecorderandppt.TheteachingFocus:1.Masterthefollowingwordsandsentencepattern.2.MastertheexpressionsofgivingadviceTheTeachingDifficulties:1.Studentsmayfinditdifficulttorememberallthetargetnewwordsinthecla

20、ss;2.Studentsmayfinditdifficulttogiveappropriateadvicetothecertaindiseasebecauseoftheirlimitedlifeexperience.Teachingprocedure:Step1：WarmingupGreetSsbyaskingthem:Howareyoutoday?ThenIlltellSsthatImnotfeelingwelltoday(WritethesentenceontheblackboardandguideSstoreadit.)andgetSstoguessthereasonfreely.If

21、Sscantgettheanswer,IlltellthemthatIdidnthaveagoodsleeplastnight.SoIhaveaheadache.(Isaythisbydoingagesture)Step2:Presentationofwordsandsentencepatterns1.Letonestudentimitatehehasakindofdiseaseandasktheclassguesswhatsthematterwithhim.Usethefollowingsentence:”whatsthematterwithhim?”“Ihaveastomache.”2.S

22、howSspicturesofdiseases.(Writethewordsontheblackboard.)Step3:PairworkAskSstoworkinpairsandtalkabouthealthproblemsbyusingthebandagegivenandusingthetargetlanguage:Whatsthematter?Imnotfeelingwell.IhaveaStep4:PresentationofexpressionsofgivingadviceTellSsthatIhaveacold/cough,askthem:WhatshouldIdo?Ssmaygi

23、vedifferentanswers,collecttheiranswersandhelpthemtouse:Youshould/shouldntdoDuringthisactivity,somephraseswillbelearned:.Step5:Roleplay1.ShowthesampledialogueandaskSstocompleteitaccordingtothepictureorally.AskStudentstomakeafour-peoplegroup,oneofthemisadoctor,theotherthreearepatients.AsktheSstorolepl

24、ayadialogue.A:Whatsthematterwithyou?B:Imnotfeelingwell.Ihavea_.A:Whendiditstart?B:About_ago.A:Oh,thatstoobad./Imsorrytohearthat.Youshould/shouldnt_andyoushould/shouldnt_.B:Yes,Ithinkso.A:_.B:Thankyou,doctor.Step5:SummarySssummarizewhatwehavelearnt.Makeanassessmentoneachgroup.Step6:HomeworkTrytomakea

25、storyaccordingtothedialogue.Blackboarddesign：Title:Newwordsandphrases:Sentencepattern: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）Teachingobjectives:1.EnabletheSstoknowtheusesofadjectivesendingin-ing/-edandthedifferencesbetweenthem.2.Masterthefollowingwordsandsentencepattern.MainwordandExpression:amazed,amazing

26、,interested,interesting,bored,boring.Mainstructure:Theclassroomwasamazing.Iwascompletelyamazedbytheclassroom.Teachingaids:Pictures,ataperecorderandppt.Teachingimportantpoints:GettheSstoknowthedifferencesbetweentheadjectivesendingin-ingand-edandlearntheusesoftheminthesentences.Teachingdifficultpoints

27、:Understandthedifferencesbetweentheadjectivesendinginingandedandapplytheminthesentences.Teachingprocedure:Step1LeadinGreetthestudentsandsaysomewordswhichincludesthelanguagepoints.Thentellthemwhatwearegoingtolearnisthedifferencesandusesoftheadjectivesendingininganded.Askstudentstothinkaboutthequestio

28、nbelowandtrytofigureouttherightanswer.-Canyoumakeadistinguishbetweenthetwosentences?Iambored.Iamboring.Step2discoveringandexplaining.Askthestudentstoreadthetextandtrytofindoutthesentenceswhichhavetheadjectivesendingin-INGandED.Trytofindthedifferencesandunderstandthemeaningoftheseadjectives.Step3Grou

29、pworkLetstudentsworkingroupsandhaveadiscussion.Trytofindthedifferencesoftheseadjectivesandexplainthemeaningofthesesentencesaccordingtothecontext.Step4ConclusionandexerciseInvitestudentstomakeareportabouttheirgroupdiscussionandteacherwillmakeaconclusionaccordingtotheirreport.Findthegrammarrules:1:The

30、ingformdescribesthepeopleorthingsthatcausethefeeling;（令人）2:Theedformtellsushowpeoplefeel.（感到）Givesomeexamplestoshowwhattheyhavelearnedandaskstudentstodoexerciseandchecktheanswers.Fillintheblankwiththecorrectformsofwords.Itisa_(bore)partyandIfeel_(bore).Step5Homework1.Findoutmoreadjectivesendingin-in

31、gand-edandsentences.2.Usethe-EDand-INGformofthewords“bore”“interest”“amaze”and“embarrass”tomakesentences.Blackboarddesign：Title:Teaching procedures:Step 1: GreetingsT: Good morning, everyone.S: Good morning, Mr Dai.Step 2: Lead-inT: My lovely Ss, please look at the screen. What is the topic of our c

32、lass?Ss: Unforgettable experiences.T:Yes. Please use one word to describe it, such as “happy”.S1:S2: T: perfect, all of you are knowledgeable.(Ask Ss one by one, and choose some words write down on the blackboard.)T:Okay. You see, all of you used many different words to describe, like(write down on

33、the blackboard.)Step 3: Activities1. Acitivity1: Telling story(Make a short conclusion)T: Different people have different understanding of our topic. Now, look at the screen, Ill show you some aspects of our topic. First, unforgettable experience sometimes means something leaves deep impression on y

34、ou. Such as(the words of Ss) It also can means events, some are good, and some are bad. (Olympic Games, natural disasters, etc.) Or, it may be means something very meaningful. And, it also can means your unforgettable trip; you went to some famous places. For example, went to zoos. Yes, I have gone

35、to Linyi Wild Zoos last week. I saw many different kinds of animals there. Its so enjoyable and meaningful. You can see the pictures. Do you want to know more information about my “Zoos trip”?Ss: Yes.T: OK. Lets see it together.(Present the route of my tour on the blackboard or ppt, use FirstNextThe

36、nFinally to describe.)T: Look at my route on the Blackboard:(My own experience:It was a fun day. I went to Linyi Wild Zoos with my friends. First, we took on the bus at bus station. Because we would see many dangerous and ferocious animals such as lions, tigers, wolves , etc. After about half an hou

37、r, we backed to the station. Next, we walked to see some gentle animals like pandas, different kinds of birds, monkeys, swans and so on. Then, we went to see the animals shows. They are so lovely, interesting and smart. Finally, we went to the restaurant to have dinner. Although all of us were very

38、tired, we were happy and enjoyable.)T: How do you think of my experience?Ss:T:But I believe yours must be better than mine.Now, working in pairs, share your own unforgettable experiences with your partner.T:I can see all of you are eager to tell your stories. ., who do you think has the most interes

39、ting story in our class?S1:*.T:OK. Thank you.Jack, please share your unforgettable experience.S2:T:You say that Whose story are you interested in , you can call his or her name.T. All of you did a very good job. And I am very proud of you. Give you a big hand. If you want to know more, you can commu

40、nicate with your classmates after class.2. Activity2: Making storyT: Next, lets play a mini-game.Looking at the blackboard, there are two faces, one is the other isI will ask two students to write down some relevant words or phrases. T: Now, I have several envelopes in my hands. Do you want to know

41、what is it in it?Ss:Yes.T:Okay. I will divide you into several groups. Each group chose one envelope. And you will know the secret in it.(Making the short dialogue according to the paper in envelope.After they finished, ask one student of each group to stand on the stage to tell their story.)Step4:

42、SummaryT: We have learned many useful words, phrases, and sentences to describe our own experience. In next days, you can use them to talk about things, people and events in your own daily life.Step5: HomeworkT: After class, each group prepare a play according your story. At next class, you will hav

43、e a role play. Are you clear?高中英语教师资格证面试教案模板二Teaching Objectives(教学目标)1. Language Objectives (知识目标)2. Ability Objectives(能力目标)(1)Enable students to (2)3. Moral Objectives (情感、态度及价值观目标)(1) Help students to learn that(2) 注：1.Teaching Objectives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

44、生听说读写能力的培养。Important Points(教学重点)1. Master two important reading skills2. Difficult Points(教学难点)1. How to analyze the text and grasp the main idea of the text;2. Teaching Methods(教学方法)1. Communicative Approach .2. Teaching Aids: a tape recorder, a projector and a computer 1.注：教学方法根据教学内容选择。Teaching Procedures(教学过程)Step I Lead-in (1 mins) 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。Step II Fast Reading (3 mi