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TopicTeaching Aims:1.Knowledge aim: The students will be able to know how to pronounce…/whatis…2.Ability aim: The students will be able to pronounce ...3.Emotional aim: The students will be able to pronounce ... more confidently. Teaching methods:3-P model (Presentation, Practice, Production)Teaching Aid: blackboard, PowerPoint, some cards, picture of vocal organTeaching Procedures:1.Step 1: Greeting and Lead-in①Daily greeting②Lead-in:2.Step 2: presentationShow some cards to the students and ask them what it is.（Ask student to read three sentences）3.Step 3: PracticeLet students practice the sound, and explain the right way to pronounce the sound.4.Step 4: ProductionSound discrimination and tongue twister5.Step 5: Summary (or consolidation)T: Today, we have learned …, please remember the right way to pronounce... You should practice more after class.6.Step 6: HomeworkPractice the…with your partner and find more example of …Teaching reflection:Blackboard Design:案例：一、音标教案Lessen plan for the pronunciation of /iə/Teaching aims:（1）Knowledge aim: be able to know how to pronounce the diphthong /iə/（2）Ability aim: By the end of the class, students should be able to pronounce the diphthong/iə/（3）Emotional aim: be able to pronounce the /iə/more confidentlyTeaching methods: 3-P model(Presentation, Practice, Production)Teaching aids: chock, blackboard, some cardsTeaching procedure:1)StepⅠGreeting and Lead-in2)StepⅡPresentationShow some cards to the students. Lead in the diphthong /iə/3)StepⅢPracticeexplain the right way to pronounce the sound and practice the students the sound /iə/. 4)StepⅣProductionSound discrimination and tongue twisterStepⅤSummarizeStepⅥHomeworkPractice the diphthong /iə/ with your partner.稿子：Class begins. Good morning/afternoon, boys and girls. Nice to have this English class with you. Today we are going to learn a diphthong in English.T: first，I will show some cards. Do you know, what is this in English?T: yes, very good. This is a deer. Now read after me, deer.T: deerT: OK, very good. Then the second one, what is this in English?T: good. This is a girl. And what is she doing now?T: Yes, she is crying, so in her eyes, there is …T: excellent! There are tears in her eyes. Read after me. TearT: tearT: Ok. Now, another picture, what is this in English?T: you are great. This is a bottle of beer. Now read after me, beerT: beerT: Ok. We have learned these three words: deer, tear and beer. From these words, can you find something in common？T: yes, very good. These words all contain the sound/iə/. Now read after me, /iə/ /T: /iə/T: /iə/T: Now, do you know the right way to pronounce the diphthong /iə/?T: this is a diphthong. It begins with the first sound /i/,( write the /i/ on the blackboard) and glide towards the second sound /ə/,( write the /ə/ on the blackboard) remember?T: Ok, very good. Now who can pronounce the sound? Aslan, you, pleaseT: /iə/, read after me.T: yes, very good. Lily, can you?T: OK Good. Candy, pleaseT: yes, very good.T: Ellen, how about you?T: Good. But you should change the shape of your mouth as you move from one sound to another. Now, look at the position of my lips when I pronounce this sound. /iə/, /iə/, /iə/. Now read after me, /iə/T: OK, excellent. Now, the whole class read after me. /iə/T: /iə/T: /iə/.T: /iə/.T: very good. Now, I will divide you into two groups. Group 1 read the sound three times, and then group 2. Do I make myself clear?S: Yes.T: /iə/. One two go.T: very good. Now group2T: good. You all have done a good job. Now le t’s do some exercise of sound discrimination. Listen to me carefully and circle the words which contain the sound /iə/ from each of the following pairs. N.1, peer pearT: excellent. N.2, tare tearT: are you sure?T: OK, very good. N.3deer dareT: great! N.4 mere mareT: you are so smart. Now, please look at the blackboard. There is a tongue twister. Who can read it out? Miky, you, please.T: very good. A deer and a mare spare mere one second to drink a bottle of beer without tears. And who would like to try? cuqi, please.T: excellent!T: today, we have learned the sound /iə/; remember the right way to pronounce this sound. It begins with the first sound /i/ and glide towards the second sound /ə/, you should practice more after class. Your homework is to practice the diphthong /iə/ with your partner. OK. That's all for today's class. See you!TopicTeaching Aims:1.Knowledge aim: The students will be able to know how to pronounce…/whatis…2.Ability aim: The students will be able to pronounce ...correctly3.Emotional aim: The students will be able to speak English more confidently. Teaching methods:3-P model (Presentation, Practice, Production)Teaching Aid: blackboard, PowerPoint, some cards,Teaching Procedures:1.Step 1: Greeting and Lead-in①Daily greeting②Lead-in: play a video and ask the students to pay attention to thepronunciation of native speakers. Then, ask some question about the video: What are they talking about? Do you notice how they pronounce …? …2.Step 2: presentationRead the text and ask students to underline the parts where the pronunciation phenomenon is similar with the one shown in the video.Ask students to conclude the common point of those parts.Based on what students say, explain the pronunciation phenomenon3.Step 3: PracticeAsk students to read the text again.Ask students to read the examples on PPT.4.Step 4: ProductionSound discrimination and tongue twisterAsk students to discuss… with their partners.5.Step 5: SummaryBriefly summarize the skill to pronounce …6.Step 6: HomeworkPractice the…with your partner and find more example of …Teaching reflection:Blackboard Design:语音教学试讲真题内容But she began to trust him, she told him how she was overweight and this made her feel unhappy .also she felt her home wasn’t elegant enough f or someone like larry who wanted to improve his social position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Teaching PlanTeaching Aims：1.Knowledge aim: students will be able to understand the main idea and somedetails of the passage.2.Ability aim: students will be able to use reading skills such as skimming andscanning.3.Emotional aim: Students can get more interested in English culture.Teaching Procedures:1.Step one: warming-up lead-in (1 minutes)Greeting.Show the students some pictures or play a song about … and ask them some simple questions: …2.Step two: pre-reading (2 minutes)Common sense on…Ask students to give examples of…Play the video about …. While enjoy the video, students think over the following questions: ….3.Step three: while-reading(4 minutes)Read the text for the students and then ask them to conclude the main idea of the passage.Main idea: …Ask the students to read the passage carefully and decide whether the statements are true or false and explain why:…Ask the students to work in groups and have a discussion on the following questions: …4.Step Four: post-reading(2 minutes)Ask students to retell the passage. Ask students to retell between partners first, then ask two students to retell before class.5.Step Five: Summary and Homework(1 minutes)Briefly review the content learned today.Let the students to write a composition about the ending of this story.T: Good morning, boys and girls. How are you today? Great! Today, we are going to learn a new lesson, but before the class, I want to show you some pictures. Well, what do you see in the pictures? Great! How do you feel about…? Do you have any experience about…?T: Well, …(common sense). Can you name some examples of …? Ok, Peter, please.T: …, yes, great! How about you, Lily?T: … and …. Well done. [Now, I will play a video for you. Please think over ‘…’ while you enjoy the video.]T: Ok, the video is over, who want to share his opinion with us? Aslan, go ahead.T: Thanks for sharing. As we have talked a lot about the …, now open your book and turn to page 51. Let’s move on the learn the text about …. I will read the text for you. While reading, please try to conclude the main idea of the passage. Here we go! （读课文）T: Ok, do you understand the whole passage? Great! So, who volunteer to answer the question: what’s the main idea of the passage? Lily, please.T: Good job! This passage is mainly about … It’s very interesting. Now, please read it carefully and then do the true or false on the PPT.T: Have you fini shed? Good. So is the first statement true or false? Helen, what’s youranswer?T: Yes, it’s true. What about the second one? …（句子）true or false? OK, Stacey please. T: Yes! It’s false. But can you explain why?T: Excellent! It’s false because … Now, the la st one. Any volunteer? Great, Mike, please. T: Yes, it’s true, too. Now, can you understand the whole text? Great. If we must understand this reading material thoroughly, we should pay more attention to each and very fact in this reading material in order to understanding the text.[ In the following part, we will do some further study. Please work in groups and have a discussion on the questions shown on the ppt: … ten minutes.T: Ok, time is up. Which group wants to share your opinion? Great, please!T: Well done. I can feel that you have thought it thoroughly. Is there any group has different opinions? Well, this group.T: you did a good job too. …（问题答案）]T: Well, we have read the text thoroughly and it seems like all of you have understood it. Now please work in pairs and try to retell the passage. I’ll give you ten minutes and then I’ll ask two students to do the presentation. Let’s start.T: Time is up. Who want to retell the passage first? Come on, don’t be shy! Great, Lily. T: Excellent! Anyone else? Mark, please.T: Very good!T: Ok, so much for today. As we have learned … it’s very interesting. Please write a composition about the ending of the story after class. That’s all, you can have a break now.1. 阅读课的教学方案1. Teaching aims:1. Train the students’ reading ability.2. Enable the students to realize ...3. Stimulate（激发）the students’ interest and ... 2. Teaching methods:1. Fast reading to get general idea of the text.2. Careful reading to understand the passage better.3. Teaching procedures（程序）：Step1 Lead-inUse some pictures of ... to lead in the topic.Step 2 Pre-reading1. Play a guess game: ...2. Play another guess game: ...Step 3 Predict（预测）1. Ask the students to predict what the reading passage talks about according to the title and illustrations（插图）of passage. The teacher can give some clues by talking about the illustrations:......Step 4 Skimming（略读）1. Let the students skim the whole passage to get the main idea, then evaluate their predictions. During this activity, the teacher should give some guidance（指导）on reading skills.Main idea of the passage:...2. Let the students skim the passage and divide it into different parts to find out the main idea of every part an the topic sentences.Part 1 (paragraph 1...)......Step 5 Careful reading... （问题）Ask the students to scan the second part and complete the chart（图表）with information from the passage.Ask the students to read carefully and finish the following tasks:......Read the statements and decide whether it is true or false and give the reason.（设计一些问题或判断对错等）高中英语阅读课(例子) 教学设计Ⅰ.Teaching Contents 教学内容Module 7 Unit4 Sharing Reading: A Letter HomeII.Analysis of teaching material 教材分析本单元的话题是Sharing，主要涉及帮助弱者、志愿服务、合作分享等。