教师资格证考试高中英语教学设计模板.docx
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教师资格证考试高中英语教学设计模板.docx
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教师资格证考试高中英语教学设计模板
.
教师资格考试高中英语教学设计
语音课
Topic
TeachingAims:
1.Knowledgeaim:
Thestudentswillbeabletoknowhowto
pronounce…/whatis…
2.Abilityaim:
Thestudentswillbeabletopronounce...
3.Emotionalaim:
Thestudentswillbeabletopronounce...more
confidently.
Teachingmethods:
3-Pmodel(Presentation,Practice,Production)
TeachingAid:
blackboard,PowerPoint,somecards,pictureofvocalorgan
TeachingProcedures:
1.Step1:
GreetingandLead-in
①Dailygreeting
②Lead-in:
2.Step2:
presentation
Showsomecardstothestudentsandaskthemwhatitis.
(Askstudenttoreadthreesentences)
3.Step3:
Practice
Letstudentspracticethesound,andexplaintherightwaytopronounce
thesound.
4.Step4:
Production
Sounddiscriminationandtonguetwister
5.Step5:
Summary(orconsolidation)
T:
Today,wehavelearned…,pleaseremembertherightwayto
.
.
pronounce...Youshouldpracticemoreafterclass.
6.Step6:
Homework
Practicethe…withyourpartnerandfindmoreexampleof…
Teachingreflection:
BlackboardDesign:
案例:
一、音标教案
Lessenplanforthepronunciationof/i?
/
Teachingaims:
(1)Knowledgeaim:
beabletoknowhowtopronouncethediphthong/i?
/
(2)Abilityaim:
Bytheendoftheclass,studentsshouldbeabletopronouncethe
diphthong/i?
/
(3)Emotionalaim:
beabletopronouncethe/i?
/moreconfidently
Teachingmethods:
3-Pmodel(Presentation,Practice,Production)
Teachingaids:
chock,blackboard,somecards
Teachingprocedure:
1)StepⅠGreetingandLead-in
2)StepⅡPresentation
Showsomecardstothestudents.Leadinthediphthong/i?
/
3)StepⅢPractice
explaintherightwaytopronouncethesoundandpracticethestudentsthesound
/i?
/.
4)StepⅣProduction
Sounddiscriminationandtonguetwister
StepⅤSummarize
StepⅥHomework
Practicethediphthong/i?
/withyourpartner.
稿子:
Classbegins.Goodmorning/afternoon,boysandgirls.NicetohavethisEnglish
classwithyou.TodaywearegoingtolearnadiphthonginEnglish.
T:
first,Iwillshowsomecards.Doyouknow,whatisthisinEnglish?
.
.
T:
yes,verygood.Thisisadeer.Nowreadafterme,deer.
T:
deer
T:
OK,verygood.Thenthesecondone,whatisthisinEnglish?
T:
good.Thisisagirl.Andwhatisshedoingnow?
T:
Yes,sheiscrying,soinhereyes,thereis…
T:
excellent!
Therearetearsinhereyes.Readafterme.Tear
T:
tear
T:
Ok.Now,anotherpicture,whatisthisinEnglish?
T:
youaregreat.Thisisabottleofbeer.Nowreadafterme,beer
T:
beer
T:
Ok.Wehavelearnedthesethreewords:
deer,tearandbeer.Fromthesewords,
canyoufindsomethingincommon?
T:
yes,verygood.Thesewordsallcontainthesound/i?
/.Nowreadafterme,/i?
//
T:
/i?
/
T:
/i?
/
T:
Now,doyouknowtherightwaytopronouncethediphthong/i?
/?
T:
thisisadiphthong.Itbeginswiththefirstsound/i/,(writethe/i/onthe
blackboard)andglidetowardsthesecondsound/?
/,(writethe/?
/ontheblackboard)
remember?
T:
Ok,verygood.Nowwhocanpronouncethesound?
Aslan,you,please
T:
/i?
/,readafterme.
T:
yes,verygood.Lily,canyou?
T:
OKGood.Candy,please
T:
yes,verygood.
T:
Ellen,howaboutyou?
T:
Good.Butyoushouldchangetheshapeofyourmouthasyoumovefromonesound
toanother.Now,lookatthepositionofmylipswhenIpronouncethissound./i?
/,/i?
/,/i?
/.Nowreadafterme,/i?
/
T:
OK,excellent.Now,thewholeclassreadafterme./i?
/
T:
/i?
/
T:
/i?
/.
T:
/i?
/.
T:
verygood.Now,Iwilldivideyouintotwogroups.Group1readthesoundthree
times,andthengroup2.DoImakemyselfclear?
S:
Yes.
T:
/i?
/.Onetwogo.
T:
verygood.Nowgroup2
T:
good.Youallhavedoneagoodjob.Nowlet'sdosomeexerciseofsound
discrimination.Listentomecarefullyandcirclethewordswhichcontainthesound
/i?
/fromeachofthefollowingpairs.N.1,peerpear
T:
excellent.N.2,taretear
.
.
T:
areyousure?
T:
OK,verygood.N.3deerdare
T:
great!
N.4meremare
T:
youaresosmart.Now,pleaselookattheblackboard.Thereisatonguetwister.
Whocanreaditout?
Miky,you,please.
T:
verygood.Adeerandamaresparemereonesecondtodrinkabottleofbeerwithout
tears.Andwhowouldliketotry?
cuqi,please.
T:
excellent!
T:
today,wehavelearnedthesound/i?
/;remembertherightwaytopronouncethis
sound.Itbeginswiththefirstsound/i/andglidetowardsthesecondsound/?
/,
youshouldpracticemoreafterclass.Yourhomeworkistopracticethediphthong
/i?
/withyourpartner.OK.That'sallfortoday'sclass.Seeyou!
Topic
TeachingAims:
1.Knowledgeaim:
Thestudentswillbeabletoknowhowto
pronounce…/whatis…
2.Abilityaim:
Thestudentswillbeabletopronounce...correctly
3.Emotionalaim:
ThestudentswillbeabletospeakEnglishmore
confidently.
Teachingmethods:
3-Pmodel(Presentation,Practice,Production)
TeachingAid:
blackboard,PowerPoint,somecards,
TeachingProcedures:
1.Step1:
GreetingandLead-in
①Dailygreeting
②Lead-in:
playavideoandaskthestudentstopayattentiontothe
pronunciationofnativespeakers.Then,asksomequestionabout
thevideo:
Whataretheytalkingabout?
Doyounoticehowthey
pronounce…?
…
2.Step2:
presentation
Readthetextandaskstudentstounderlinethepartswherethepronunciation
phenomenonissimilarwiththeoneshowninthevideo.
.
.
Askstudentstoconcludethecommonpointofthoseparts.
Basedonwhatstudentssay,explainthepronunciationphenomenon
3.Step3:
Practice
Askstudentstoreadthetextagain.
AskstudentstoreadtheexamplesonPPT.
4.Step4:
Production
Sounddiscriminationandtonguetwister
Askstudentstodiscuss…withtheirpartners.
5.Step5:
Summary
Brieflysummarizetheskilltopronounce…
6.Step6:
Homework
Practicethe…withyourpartnerandfindmoreexampleof…
Teachingreflection:
BlackboardDesign:
语音教学试讲真题
内容
Butshebegantotrusthim,shetoldhimhowshewasoverweightandthismadeher
feelunhappy.alsoshefeltherhomewasn'telegantenoughforsomeonelikelarry
whowantedtoimprovehissocialposition
基本要求
针对段落长句设计示范连读重读的教学步骤
.
.
阅读课
TeachingPlan
TeachingAims:
1.Knowledgeaim:
studentswillbeabletounderstandthemainideaand
somedetailsofthepassage.
2.Abilityaim:
studentswillbeabletousereadingskillssuchas
skimmingandscanning.
3.Emotionalaim:
StudentscangetmoreinterestedinEnglishculture.
TeachingProcedures:
1.Stepone:
warming-uplead-in(1minutes)
Greeting.
Showthestudentssomepicturesorplayasongabout…andaskthemsomesimple
questions:
…
2.Steptwo:
pre-reading(2minutes)
Commonsenseon…
Askstudentstogiveexamplesof…
Playthevideoabout….Whileenjoythevideo,studentsthinkover
thefollowingquestions:
….
3.Stepthree:
while-reading(4minutes)
Readthetextforthestudentsandthenaskthemtoconcludethemainideaof
thepassage.
Mainidea:
…
Askthestudentstoreadthepassagecarefullyanddecidewhetherthestatements
aretrueorfalseandexplainwhy:
…
.
.
Askthestudentstoworkingroupsandhaveadiscussiononthefollowing
questions:
…
4.StepFour:
post-reading(2minutes)
Askstudentstoretellthepassage.Askstudentstoretellbetweenpartnersfirst,
thenasktwostudentstoretellbeforeclass.
5.StepFive:
SummaryandHomework(1minutes)
Brieflyreviewthecontentlearnedtoday.
Letthestudentstowriteacompositionabouttheendingofthisstory.
T:
Goodmorning,boysandgirls.Howareyoutoday?
Great!
Today,wearegoingto
learnanewlesson,butbeforetheclass,Iwanttoshowyousomepictures.Well,
whatdoyouseeinthepictures?
Great!
Howdoyoufeelabout…?
Doyouhaveany
experienceabout…?
T:
Well,…(commonsense).Canyounamesomeexamplesof…?
Ok,Peter,please.
T:
…,yes,great!
Howaboutyou,Lily?
T:
…and….Welldone.[Now,Iwillplayavideoforyou.Pleasethinkover‘…'
whileyouenjoythevideo.]
T:
Ok,thevideoisover,whowanttosharehisopinionwithus?
Aslan,goahead.
T:
Thanksforsharing.Aswehavetalkedalotaboutthe…,nowopenyourbookand
turntopage51.Let'smoveonthelearnthetextabout….Iwillreadthetext
foryou.Whilereading,pleasetrytoconcludethemainideaofthepassage.Here
wego!
(读课文)
T:
Ok,doyouunderstandthewholepassage?
Great!
So,whovolunteertoanswerthe
question:
what'sthemainideaofthepassage?
Lily,please.
T:
Goodjob!
Thispassageismainlyabout…It'sveryinteresting.Now,please
readitcarefullyandthendothetrueorfalseonthePPT.
T:
Haveyoufinished?
Good.Soisthefirststatementtrueorfalse?
Helen,what's
youranswer?
T:
Yes,it'strue.Whataboutthesecondone?
…(句子)trueorfalse?
OK,Stacey
please.
T:
Yes!
It'sfalse.Butcanyouexplainwhy?
T:
Excellent!
It'sfalsebecause…Now,thelastone.Anyvolunteer?
Great,Mike,
please.
T:
Yes,it'strue,too.Now,canyouunderstandthewholetext?
Great.Ifwemust
understandthisreadingmaterialthoroughly,weshouldpaymoreattentiontoeach
andveryfactinthisreadingmaterialinordertounderstandingthetext.[Inthe
followingpart,wewilldosomefurtherstudy.Pleaseworkingroupsandhavea
discussiononthequestionsshownontheppt:
…tenminutes.
T:
Ok,timeisup.Whichgroupwantstoshareyouropinion?
Great,please!
T:
Welldone.Icanfeelthatyouhavethoughtitthoroughly.Isthereanygroup
hasdifferentopinions?
Well,thisgroup.
.
.
T:
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