高中英语听力试讲教案.docx

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 blackboardTeaching important and difficult points1) Explain the meaning and usage of the words to the students2) Enable Ss to use the new words when they express themselvesTeaching proceduresStep 1 Lead-inRevision. Last period, we

10、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 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 Explanation

11、Explain 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 use them.Step 4 PracticeAsk the students to make sentences with new words by themselves. Invite Ss to share their sentences with the whole

12、 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 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

13、 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) Finish Exercise 2 on page 11.require.async(wkcommon:widget/ui/lib/sio/sio.js, function(sio) var url = https:/ sio.callByBrowser( url, f

14、unction () 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

15、） 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 ones health problems and give advice fluently 3. Improve the cooperative spirit and care more about yourself a

16、nd 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

17、 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 Ill tell Ss that Im not feeling well today (Write the sentence on the blackboard

18、 and guide Ss to read it.) and get Ss to guess the reason freely. If Ss cant get the answer, Ill tell them that I didnt 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 d

19、isease and ask the class guess what s the matter with him. Use the following sentence:”whats 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

20、given and using the target language: Whats the matter? Im 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/shouldnt do Dur

21、ing 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: Whats th

22、e matter with you? B: Im not feeling well. I have a _. A: When did it start? B: About_ ago. A: Oh, thats too bad. / Im sorry to hear that. You should/shouldnt _ and you should/shouldnt _. B: Yes, I think so. A: _. B: Thank you, doctor. Step5: Summary Ss summarize what we have learnt. Make an assessm

23、ent 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

24、 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 poin

25、ts: 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 Gre

26、et 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 bet

27、ween 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 endingin -ING and ED. Try to find the differences and understand the meaning of these adjectives. Step 3 Group work Let s

28、tudents 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

29、 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 correc

30、t 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: Teaching procedures:Step 1: Gre

31、etingsT: 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 class?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 on

32、e, 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 the blackboard.)Step 3: Activities1. Acitivity1: Telling story(Make a short conclusion)T: Different people have different understanding of our topic. Now, look

33、 at the screen, Ill show you some aspects of our topic. First, unforgettable experience sometimes means something leaves deep impression on you. 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

34、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 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

35、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 FirstNextThenFinally 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 t

36、he bus at bus station. Because we would see many dangerous and ferocious animals such as lions, tigers, wolves , etc. After about half an hour, 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 t

37、he animals shows. They are so lovely, interesting and smart. Finally, we went to the restaurant to have dinner. Although all of us were very 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 ow

38、n 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 interesting 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 cal

39、l 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 communicate 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 oth

40、er 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 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 dial

41、ogue 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: 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

42、 and events in your own daily life.Step5: HomeworkT: After class, each group prepare a play according your story. At next class, you will have 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. Mor

43、al 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 te

44、xt;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 mins) 新课学习注：Reading 是通过 skimming

45、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。Step III Important words and phrases: (3 mins) 新课学习Eg. 1. apply for (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。Step IV Careful Reading (5 mins) (顶多讲两个!)注：Careful Reading 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.The teacher is a very en

46、thusiastic woman called Ms. Shen.called Ms. 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/that was called Ms. Shen。 如：-We visited the new library built three weeks ago.-The first textbooks written for teaching English as a foreign language came out in the 18th century.-Most of the artists invit

47、ed to the party were from South Africa.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. Step V Summary (1 mins) (小结)注：Summary 是总结讨论 本节课的学习内容。如：We have known the Likangs life at Senior High, is your English classroom like Likangs? Is your class the same size as his? Is the number of boys and girls the same? Are you looking forward to doing your English homework? Now please discuss with your partner and compare your school life with Likangs.Step VI Homework Assignment (1 mins)(作业布置)