高中英语教师资格证语音课教案
英语教资语音教案设计模板
一、教学目标1. 知识目标：- 学生能够识别并正确发音国际音标中的元音和辅音。
- 学生能够理解并掌握重音、连读、节奏等语音现象的基本概念。
2. 技能目标：- 学生能够运用所学音标准确拼读单词。
- 学生能够在实际交流中正确运用语音知识，提高口语表达的清晰度和准确性。
3. 情感态度目标：- 学生能够对英语语音学习产生兴趣，增强学习动力。
- 学生能够在小组合作中培养团队精神和合作意识。
二、教学重难点1. 重点：- 国际音标的正确发音。
- 语音现象的识别和应用。
2. 难点：- 辅音的发音技巧和细微差别。
- 语音现象在实际语境中的运用。
三、教学准备1. 教具：国际音标卡片、多媒体课件、录音机、英语歌曲等。
2. 学情分析：针对学生的英语水平和语音基础，调整教学内容和难度。
四、教学过程（一）导入（5分钟）1. 通过播放英语歌曲或视频，激发学生的学习兴趣。
2. 简要介绍本次课的语音学习内容，引起学生的注意。
（二）新课讲授（20分钟）1. 元音发音：- 展示国际音标卡片，讲解元音的发音位置和发音方法。
- 学生跟读练习，教师个别纠正发音。
- 分组练习，学生互评发音。
2. 辅音发音：- 类似于元音发音，讲解辅音的发音位置和发音方法。
- 学生跟读练习，教师个别纠正发音。
- 分组练习，学生互评发音。
3. 语音现象：- 讲解重音、连读、节奏等语音现象的基本概念。
- 通过例句演示语音现象，让学生感知并模仿。
- 学生练习，教师点评。
（三）巩固练习（15分钟）1. 拼读练习：- 学生根据所学音标拼读单词，教师纠正发音。
- 学生分组进行拼读比赛，提高学习兴趣。
2. 口语练习：- 学生运用所学语音知识进行口语表达，教师点评。
- 学生分组进行角色扮演，模拟实际交际场景。
（四）总结与作业（5分钟）1. 教师总结本次课的学习内容，强调重点和难点。
2. 布置作业，巩固所学知识。
五、板书设计1. 国际音标卡片展示。
2. 语音现象示意图。
3. 重点单词和例句。
高中教资语音试讲教案模板
课时安排：2课时教学目标：1. 知识目标：学生能够掌握元音字母组合的发音规律，如：a-e, i-e, o-e, u-e 等。
2. 能力目标：学生能够通过观察、模仿、练习等方式，正确发音元音字母组合。
3. 情感目标：培养学生对英语语音学习的兴趣，提高学生的自信心。
教学重点：1. 元音字母组合的发音规律。
2. 学生能够准确、流利地发音。
教学难点：1. 学生能够理解和掌握元音字母组合的发音规律。
2. 学生能够在实际语境中运用所学的发音规律。
教学准备：1. 多媒体课件，包括图片、视频、音频等。
2. 语音教材。
3. 发音练习卡片。
教学过程：第一课时一、导入1. 教师播放一段英语歌曲，引导学生注意歌曲中的元音字母组合。
2. 提问：同学们能听出歌曲中的哪些元音字母组合？二、新课讲授1. 教师讲解元音字母组合的发音规律，如：a-e, i-e, o-e, u-e等。
2. 展示多媒体课件，展示每个元音字母组合的发音示例。
3. 教师示范发音，学生跟读。
三、课堂练习1. 学生根据教材上的练习，进行元音字母组合的发音练习。
2. 教师巡视指导，纠正发音错误。
四、总结1. 教师总结本节课所学的元音字母组合的发音规律。
2. 鼓励学生课后多加练习，提高发音水平。
第二课时一、复习1. 教师提问：同学们还记得我们上一节课学过的元音字母组合的发音规律吗？2. 学生回答，教师点评。
二、新课讲授1. 教师讲解元音字母组合在实际语境中的应用。
2. 展示多媒体课件，展示实际语境中的元音字母组合。
3. 教师示范发音，学生跟读。
三、课堂练习1. 学生根据教材上的练习，进行元音字母组合的实际语境发音练习。
2. 教师巡视指导，纠正发音错误。
四、拓展1. 教师播放一段英语对话，要求学生找出对话中的元音字母组合，并正确发音。
2. 学生分组进行练习，教师点评。
五、总结1. 教师总结本节课所学的元音字母组合在实际语境中的应用。
2. 鼓励学生在日常生活中多听、多说、多练习，提高英语发音水平。
教师资格证考试-面试-高中英语-教案模板+逐字稿-语音课
语音课教学设计思路+方案+逐字稿【注意】语音课主要涉及以下六种:(1)停顿（Pause/Stop）: 为了使意思表达地更清晰, 或者是为了换气的需要, 我们在说活或者朗读时,经常需要停顿, 在形式上, 在有标点的地方需要停顿, 在意义上, 它与意群有关；(2)意群（Sense group）: 一个句子可以按照意义和语法结构分为几个部分, 每一个部分可以成为一个意群。
从语义、语法上讲, 意群是能表达某种意思的一个词、一组词、一个短语或一个分句、一个从句或一个主句。
(3)语调（Intonation/Tone）: 包括以下四种:①升调（Rising tone）: 用于一般疑问句（General question）②降调（Falling tone）: 用于陈述句（Declarative sentence）、特殊疑问句（Special question）、祈使句（Imperative sentence）、感叹句（Exclamatory sentence）③升降调（Rising-falling tone）: 用于选择疑问句（Alternative question）、并列句（Coordinate sentence）④降升调（Falling-rising tone）: 用于反义疑问句（Disjunctive question/Tag question）(4)重音（Stress）: 包括以下两种:(5)连读（Liaison）: 主要包括以下四种:①辅音+元音（Final consonant + initial vowel）: 前一个单词以辅音结尾, 后一个单词以元音开头；如: pick ~ up；②r/re+元音（r/re + initial vowel）: 前一个单词以r/re结尾, 后一个单词以元音开头；如: for ~example；③元音+元音（Final vowel + initial vowel）: 前一个单词以元音结尾, 后一个单词以元音开头；如: how ~ are you？④辅音+辅音（Final consonant + initial consonant）：前一个单词以辅音结尾, 后一个单词以辅音开头；后面的辅音实际上是半元音（semi-vowel）；如：luck ~ you；(6)爆破（Plosive）: 主要包括以下四种:①失去爆破（Loss of plosive）: 当2个爆破音相连时, 第一个“引而不发”, 第二个爆破；爆破音包括:/b/ /p/ /d/ /t/ /g/ /k/ ；如: doctor；②不完全爆破（Incomplete plosive）：当爆破音后面跟有摩擦音（/f/ /v/ /θ/ / ð/ /s/ /z/ /ʃ/ /ʒ//h/）、破擦音（/tʃ/ /dʒ/）时, 前面的爆破音只做部分爆破；如：good friends；③/t/ 或 /d/ + /m/ 或 /n/ 型: 如: good morning；④/t/ 或 /d/ + /l/ 型: handle；【设计思路】语音课, 我们采用3P模式, 即presentation, practice以及production；各个环节可以设计的活动如下:【教案】Teaching PlanTeaching Aims:Knowledge aims:(1)Students can know the meaning of …（语音现象）in English language studying.(2)Students can learn …（材料内容）Ability aims:（根据语音现象选择）①停顿/意群: Students can pause correctly according to the sense group in reading sentences.②语调: Students can recognize different intonations of different sentences, such as declarative sentence, general question.③重读: Students can understand the intention of speaker and the changes of meaning through the changes of stress.④连读: Students can read the sentences more fluently by using the knowledge of liaison.⑤爆破: Students can read English sentences more fluently by using the knowledge of loss of plosive.Emotional aims: （以下内容选一/二即可）(1)Students can get more interests and confidence in learning English.(2)Students will be willing to apply their English into daily use.(3)Students can get the awareness of cooperation with others.Teaching Key & Difficult Points:Teaching key point:Students can know what …（语音现象）is and how to use it.Teaching difficult point:How to make students understand what …（语音现象） is.Teaching Procedures:Step 1 Warming up1.Greetings.2.Lead-in: （以下导入方式选其一即可）①Review the knowledge that we learned before/in the last class with the students: …②Check students’ homework that I assigned in the last class: …③Share a story/saying/experience with students: …④Show students some pictures about … and ask them to think about the following questions:/ Play a short video to the students and ask them to think about the following questions during watching:Q1: …Q2: …⑤Free talk: ask students to discuss the following question and then invite some of them to share their answers:Q: …⑥Tongu.twister.rea.one/som.tongu.twister.twic.fo.th.student.an.as.the.whic.tim.i.bette.an.why.Tongue twisters: How many cookies could a good cook cook if a good cook could cook cookies?Can you can a can as a canner can can a can?（读的时候, 第一遍可以不是很好, 第二遍要又快又准, 并且要用到材料中所涉及的语音现象；提供的绕口令要与语音现象有关；）Step 2 Presentation(1)Deal with the material: （以下方式取其一即可）①Play the tape once or twice, ask students to get the main idea of it or just ask them one or two questions:Q1: …Q2: …（以上是将材料作为听力材料所设计的活动；若文章要求朗读文章, 此步骤可设计成教师朗读；若材料比较简单, 可以只听一遍）②Read the passage once or twice, ask students to get the main idea of it or just ask them one or two questions:Q1: …Q2: …（以上是将材料作为阅读材料所设计的活动；若文章要求朗读文章, 此步骤可设计成教师朗读；若材料比较简单, 可以只读一遍）(2)根据语音现象从以下中选择:①停顿/意群: Read the passage for the students, then ask them “how many stops are there in my reading?”②语调: Read the passage for the students and read some new sentences twice, then ask them “what’s the difference of these two times?”③重音: Read the passage for the students and read some new sentences twice, then ask them “what’s the difference of these two times?”④连读: Read the passage for the students and read some new sentences twice, then ask them “which time is better and why?”⑤爆破: Read the passage for the students and read some new sentences twice, then ask them “what’s the difference of these two times?”(3)Make a summary about the rules of …（语音现象）Step 3 PracticeAsk the students to read the passage with the rules of …（语音现象）, then invite some of them to share and give evaluation.Step 4 ProductionPlay a dubbing game: play a short video and then ask students to play a dubbing game.Step 5 Summary and HomeworkSummary: ask a student/lead the students to summarize the content of this lesson.（总结环节可以是老师自己总结, 让同学总结, 老师和同学一起总结三种方式, 一般使用后两种方式比较好）Homework: ask students to write a short passage about … and make a record of their reading with the rules of …（语音现象） and emotion.Blackboard design:【试讲逐字稿】[自我介绍]:Goo.morning/afternoon.dea.judges.I’.No..candidat.applyin.fo.hig.schoo.Englis.teacher.（有的地方不让说姓名, 只能说号码, 但有的地方规定要说姓名, 进入面试室时, 有人会给你看一下注意事项, 所以请一定看清, 否则说错了会视为作弊, 取消资格的）（上面这一句是在敲门得到允许进去后, 所做的自我介绍, 或者是向考官问好, 一般考官会回应说：good morning/afternoon, 之后你需要走到讲台上, 进行结构化答题, 回答结束后, 考官会说请开始你的试讲）分割线—下面是真正的试讲逐字稿Today my topic is …, now I’ll start my class.[Greetings]:Clas.begins.si.dow.please.Goo.morning/afternoon.boy.an.girls.welcom.t.m.class.Ho.ar.yo.guy.toda y.Great.No.bad.Gla.t.hea.that.Me.O.I’.prett.good.thank.fo.you.asking.S.ar.yo.read.fo.ou.class.Ok. good.[Lead-in]: 以下方式选其一即可（建议在此步骤中, 若能与文章标题联系起来的时候, 可以书写板书: 具体的标题, 若文章没有标题, 可以找机会一边说: today we’re going to have a reading class, 一边书写板书: reading）①Befor.ou.class.boy.an.girls.let’s.class.D.yo.stil.remembe.it .Great.yo.al.remembe.it.Yes.w.learne.abou.….No.a.fo.toda.w.ar.goin.t.lear.mor.abou.it/w.ar.goin.t.l ear.anothe.grammar.②s.class.Yes.i.i..Ok.s.ho.man.o.yo.hav.prepare.it.Sho.m.you.hands.O.Anna.please.（此处停顿几秒, 假装Anna在回答）Excellent..ca.se.yo.di.i.wit.you.heart.No.a.fo.today.w.ar.goin.t.lear.…/w.ar.goin.t.tal.mor.abou.…③-1.Befor.ou.class.boy.an.girls.I’.lik.t.shar..stor.wit.you.Afte.th.story.yo.nee.t.tel.m.…（此处可以出一个问题）S.pleas.liste.t.m.carefully..（讲故事）.Anna.please.…（Anna的回答）Ver.good.si.down.please.No.a.fo.today.w.ar.goin.t.lear.…/w.ar.goin.t.tal.mor.abou.…③-2.Befor.ou.class.boy.an.girls..hav..sentenc.fo.you.pleas.liste.t.m.carefull.an.pleas.tr.t.gues.it.meanin..（此处讲一个名人名言）.Anna.please.…（Anna的回答）Ver.good.si.down.please.No.a.fo.today.w.ar.goin.t.lear.…/w.ar.goin.t.tal.mor.abou.…③-3.Befor.ou.class.boy.an.girls.I’.lik.t.shar.on.experienc.o.min.wit.yo.…（讲经历）.…（Anna的回答）Ver.good.si.down.please.No.a.fo.today.w.ar.goin.t.lear.…/w.ar.goin.t.tal.mor.abou.…④Befor.ou.class.boy.an.girls.let’.watc..shor.video/som.pictures.an.yo.nee.t.thin.abou.th.followin.qu estions.Q1..an.Q2..Ar.yo.clear.Ok.great.let’.star.here.（观看视频/图片, 停顿几秒）Wel.yo.hav.enjoye.th.video/th.pictures.hav.yo.go.th.answers.Anna.yo.please.O.yo.thin..Yes.great.si .dow.please.Ho.abou.questio.2.Peter.pleas.hav..try.Yo.thin...agre.wit.you.si.dow.please.No.a.fo.tod ay.w.ar.goin.t.lear.…/w.ar.goin.t.tal.mor.abou.…⑤Befor.ou.class.boy.an.girls.I’.lik.t.as.yo..question..Anna.pleas.hav..try.Yeah.…（Anna的回答）Wonderful.than.you.si.dow.please.And.Peter.please.Great.…（Peter的回答）No.a.fo.today.w.ar.goin.t.lear.…/w.ar.goin.t.tal.mor.abou.…⑥Befor.ou.class.boy.an.girls..hav..tongu.twiste.fo.you.Pleas.liste.t.m.carefully..（绕口令）an.pleas.thin.abou.on.question.wh.d.yo.thin.tongu.twiste.ca.b.spoke.s.smoothl.an.quickly.U.huh.ye s.w.ca.spea.tw.o.thre.word.i..wa.o.connecting.Goo.point.an.i.English.w.cal.i.liaison.No.a.fo.today.w. ar.goin.t.lear.mor.abou.it.（此处是以连读为例）[Presentation]:(1)以下方式选其一即可:①No.let’.liste.t.th.tape.Pleas.liste.carefull.an.tr.t.catc.th.mai.ide.o.i./tr.t.thin.abou.th.followin.one/tw .questions:Q1: …Q2: …Ar.yo.clear.Star.here.（停顿几秒）It’.over.s.hav.yo.go.th.mai.ide.o.it.Good.it’..Ver.good.②No.let’.tak.ou.ou.pape.an.loo.a.th.readin.passage.Pleas.rea.i.carefull.t.catc.th.mai.ide.o.it/t.thin.ab ou.th.followin.one/tw.questions:Q1: …Q2: …Ar.yo.clear.Star.here.（停顿几秒）It’.over.s.hav.yo.go.th.mai.ide.o.it.Good.it’..Ver.good.(2) 以下方式选其一即可:①停顿/意群: Ok.no.guys.I’l.rea.th.passag.fo.yo.again.an.thi.time.pleas.focu.o.m.reading.an.tr.t.figur.ou.wher..sto.whe.I’.read st.yo.nee.t.tel.m.ho.man.stop.i.th.passage.…（教师朗读文章）Ok.ho.man.stop.d.yo.found.Lil.yo.please.…（Lily的回答）Good.si.dow.please.D.yo.agre.wit.her.Yes.Ver.good.②语调: Ok.no.guys.I’l.rea.th.passag.fo.yo.again.an.thi.time.pleas.focu.o.m.reading.an.tr.t.figur.ou.som.difference.amon. som.sentences.…（教师朗读文章, 若没有要求, 可以省略）No.it’.tim.t.lear.somethin.new.Let’.loo.a..ne.sentences.I’l.rea.i.twice.the.pleas.tel.m.th.differenc.o.thes.tw.times.clear.Ok.…（读两遍）.ok.Good.start.（停顿几秒）e.differen.tones.Good.yo.go.th.point.si.down.please.③重音: Ok.no.guys.I’l.rea.th.passag.fo.yo.again.an.thi.time.pleas.focu.o.m.reading.an.tr.t.figur.ou.som.difference.amon. som.sentences.…（教师朗读文章, 若没有要求, 可以省略）No.it’.tim.t.lear.somethin.new.Let’.loo.a..ne.sentences.I’l.rea.i.twice.the.pleas.tel.m.th.differenc.o.thes.tw.times.clear.Ok.…（读两遍）.ok.Good.start.（停顿几秒）Wh.want.t.share.Ok.Lil.yo.please.Yo.emphasize.differen.word.eac.time.Good.yo.go.th.point.si.dow n.please.④连读：Ok.no.guys.I’l.rea.th.passag.fo.yo.again.an.thi.time.pleas.focu.o.m.reading.an.tr.t.figur.ou.som.difference.amon. som.sentences.…（教师朗读文章, 若没有要求, 可以省略）No.it’.tim.t.lear.somethin.new.Let’.loo.a..ne.sentences.I’l.rea.i.twice.the.pleas.tel.m.whic.tim.i.better.clear.Ok.…（读两遍）Whic.on.i.better.Th.secon.time.Ok.ca.yo.tel.m.wh.th.secon.tim.i.better.Pleas.discus.i.wit.you.partne .ok.Good.start.（停顿几秒）Wh.want.t.share.Ok.Lil.yo.please.Becaus.yo.spea.“….an.“….i..wa.o.connecting.Good.yo.go.th.point.si.down.please.⑤失爆：Ok.no.guys.I’l.rea.th.passag.fo.yo.again.an.thi.time.pleas.focu.o.m.reading.an.tr.t.figur.ou.som.difference.amon. som.sentences.…（教师朗读文章，若没有要求，可以省略）No.it’.tim.t.lear.somethin.new.Let’.loo.a..ne.sentences.I’l.rea.i.twice.the.pleas.tel.m.th.differenc.o.thes.tw.times.clear.Ok.…（读两遍）.ok.Good.start.（停顿几秒）Wh.want.t.share.Ok.Lil.yo.please.Yo.didn’.spea.th.lette.“….i.th.wor.o.“….i.th.secon.time.Good.yo.go.th.point.si.down.please.(3) 以下方式选其一即可:①停顿/意群: Actuall.i.English.w.cal.i.“pause”（此时可以书写板书:wha.i.pause?）.No..a.wonderin.wha.th.rule.o.paus.are.No.pleas.wor.i.group.o.fou.t.discus.abou.it.Y o.wil.hav..minutes.clear.Ok.start.（停顿几秒, 此时可以书写板书: .pause?）Ok.time’.up.S.hav.yo.foun.th.rules.Wel.you.grou.thin.tha.w.shoul.paus.whe.w.mee.“an.”.“but”.“however”.“that”.“which.etc.an.you.grou.thin.tha.w.shoul.paus.whe.w.mee.phrase.an.clauses.Ver.good.Let’.summ ariz.th.rule.together.Actuall.w.ca.sa.tha.w.shoul.paus.i.sens.groups.S.wha.i.sens.groups..sens.grou.i nguag.grou.tha.shar.th.sam.meaning.Tha.i.t.say.i..sentence.ever.wor.ha.it.ow.meaning.an.whe.t pl et.meanin.o.th.sentence.The.w.cal.i..sens.group.clear.Great.②语调: Actuall.i.English.w.cal.i.“intonation.o.“tone.（此时可以书写板书:wha.i.intonation?）.No..a.wonderin.wha.th.rule.o.intonatio.are.No.pleas.wor.i.group.o.fou.t.discus. abou.it.Yo.wil.hav..minutes.clear.Ok.start.（停顿几秒.此时可以书写板书: .intonation?）Ok.time’.up.S.hav.yo.foun.th.rules.Well.let’.risin.ton.i.genera.question s.fallin.ton.i.declarativ.sentences.specia.questions.imperativ.sentence.an.exclamator.sentences.W. us.rising-fallin.ton.i.alternativ.questions.an.coordinat.sentences.Fo.example.i.a.alternativ.question.ther.ar.tw .falling-.fallin.ton.fo.t h.firs.part.an.risin.ton.fo.th.secon.part.Clear.Great.③重音-1: 单词重音: Actuall.i.English.w.cal.i..wor.stress.（此时可以书写板书:wha.i.wor.stress?）.No..a.wonderin.wha.th.rule.o.i.are.No.pleas.wor.i.group.o.fou.t.discus.abou.it.Y o.wil.hav..minutes.clear.Ok.start.（停顿几秒.此时可以书写板书: .wor.stress?）Ok.time’.up.S.hav.yo.foun.th.rules.Well.let’.summariz.i.together.Fo.one-syllabl.words.w.nee.t.stres.them.fo.disyllabl.o.try-syllabl.words.normall.w.nee.t.stres.o.th.firs.syllable.an.fo.multi-syllabl.words.w.nee.t.stres.o.th.antepenultimat.syllable.Clear.Great.③重音-2: 句子重读-Grammatica.stress: Actuall.i.English.w.cal.i.“grammatica.stress.（此时可以书写板书:wha.i.grammatica.stress?）.No..a.wonderin.wha.th.rule.o.i.are.No.pleas.wor.i.group.o.fou.t.discus.a bou.it.Yo.wil.hav..minutes.clear.Ok.start.（停顿几秒.此时可以书写板书:.grammatica.stress?）Ok.time’.up.S.hav.yo.foun.th.rules.Well.let’.summariz.i.together.Normally.w.stres.th.notiona.wo rd.no.th.functiona.words.An.notiona.word.includ.nouns.verbs.adjectives.adverbs.etc,.an.functiona. word.includ.prepositions.article.adjunction.interjection.etc,.Clear.Great.③重音-3: 句子重读-Logica.stress: Actuall.i.English.w.cal.i.“logica.stress.（此时可以书写板书: wha.i.logica.stress?）.No..a.wonderin.wha.th.rule.o.i.are.No.pleas.wor.i.group.o.fou.t.discus.abou.it .Yo.wil.hav..minutes.clear.Ok.start.（停顿几秒.此时可以书写板书: .logica.stress?）Ok.time’.up.S.hav.yo.foun.th.rules.Well.let’.summariz.i.together.Normally.w.highligh.o.stres.th.i nformatio.tha.th.speake.o.someon.want.t.know.Clear.Great.④连读：Actuall.i.English.w.cal.i.“liaison.（此时可以书写板书：wha.i.liaison?）.No..a.wonderin.wha.th.rule.o.i.are.No.pleas.wor.i.group.o.fou.t.discus.abou.it.Yo.wi l.hav..minutes.clear.Ok.start.（停顿几秒.此时可以书写板书：.liaison?）Ok.time’.up.S.hav.yo.foun.th.rules.Well.let’.summariz.i.together.Normally.w.ca.sa.th.structur.is.F ina.consonan..initia.vowel.whic.mean.th.firs.wor.i.ende.wit..consonan.an.th.secon.on.i.beginnin.wit ..vowel.suc.a.pic..up./Fina.lette.r/r..initia.vowel.whic.mean.th.firs.wor.i.ende.wit.th.lette.o.r/re.an.th. secon.on.i.beginnin.wit..vowel.suc.a.fo..example./Fina.vowe..initia.vowel.whic.mean.th.firs.wor.i.en de.wit..vowe.an.th.secon.on.i.beginnin.wit..vowel.suc.a.ho..ar.you./Fina.consonan..initia.consonant. whic.mean.th.firs.wor.i.ende.wit..consonan.an.th.secon.on.i.beginnin.wit..consonant.suc.a.luc..you.（一般材料中只会涉及一种形式, 请根据材料选择相应的形式.Clear.Great.⑤爆破：Actuall.i.English.w.cal.i.“los.o.plosive.（此时可以书写板书：wha.i.los.o.plosive?）.No..a.wonderin.wha.th.rule.o.i.are.No.pleas.wor.i.group.o.fou.t.discus.abou.it .Yo.wil.hav..minutes.clear.Ok.start.（停顿几秒.此时可以书写板书：.los.o.plosive?）教师资格证考试—面试—高中英语—教案设计思路+方案+逐字稿Ok.time’.up.S.hav.yo.foun.th.rules.Well.let’.summariz.i.together.Ther.ar.si.plosives./b./p./d./t./g. /k/.whe.an.tw.o.the.meet.fo.th.firs.one.yo.jus.giv.th.shap.o.th.mouth.d.no.nee.t.giv.an.soun.o.it.Suc .as.doctor./Ther.ar.si.plosives./b./p./d./t./g./k/.an.whe.an.o.the.i.followe.wit..fricativ.(/f./v./θ..ð./s./z./ʃ./ʒ./h/.o.affricativ.(/tʃ./dʒ/).fo.th.plosive.yo.jus.giv..sligh.sound.Suc.as.goo.friend./Whe./t.o./d.i.followe.wit./m.o./n.o./l/.fo./t. o./d/.yo.jus.giv.th.shap.o.th.mouth.d.no.nee.t.giv.an.soun.o.it.Suc.as.goo.morning. （一般材料中只会涉及一种形式，请根据材料选择相应的形式.Clear.Great.[Practice]:Practic.make.perfect.S.let’.th.rule.o .…（语音现象）an.the.we’.clear.Ok.star.here.（停顿几秒）No.time’.up.wh.wan.t.hav..try.Luc.yo.please.（不需真正回答, 只需停顿几秒, 然后直接点评即可）Good.yo.di..goo.job.bu.there’.stil.som.littl.mistakes.…（改正）Clear.Good.si.dow.please.Anothe.one.Peter.pleas.hav..try.（不需真正回答, 只需停顿几秒, 然后直接点评即可）Wel.done.yo.mad.n.mistake.si.down.please.[Production]:Sinc.w.mastere.th.knowledg.well.let’.pla..dubbin.game.w.wil.watc..movie.fo.th.firs.time.liste.t.i.car efully.an.th.secon.time.it’.th.rul e.o.…（语音现象）tha.w.jus.learned.the.we’l.hav.som.student.t.share.clear.Good.start.（停顿几秒）Time’.up. .（不需真正回答, 只需停顿几秒, 然后直接点评即可）Excellent.yo.al.giv..wonderfu.performance.I’.ver.prou.o.you.progres.an.smar.ideas.[Summary and homework]:Ho.tim.flies.It’.tim.t.mak..summary.Let’.d.i.together.Toda.w.hav.learne..Yes.ver.good.an.th.r ule.o.i.ar.….O.good.w.al.di..goo.jo.i.thi.class.（老师带领大家一起回答时, 当说到重点的时候, 要有所停顿, 因为我们需要做的是引导学生回答, 而不是我们自己回答）Well.afte.class.I’.lik.yo.t.writ..shor.passag.abou..an.mak..recor.o.you.readin.wit.wha.w.learne.toda y.Ar.yo.clear.Ok.great.That’.al.fo.today’.class.Goodby.class.se.yo.nex.time.[结尾]:That’s all for my presentation, thank you![接下来就是答辩]11。
教资高中英语教案听力设计模板
课时：2课时年级：高中教材：人教版高中英语教材教学目标：1. 知识与技能：通过听力训练，提高学生对英语语音、语调的感知能力，增强对英语词汇和句型的理解能力。
2. 过程与方法：通过听力练习，培养学生获取信息、分析问题和解决问题的能力。
3. 情感态度与价值观：激发学生对英语学习的兴趣，培养学生积极、乐观的学习态度，提高学生的跨文化交际意识。
教学重点：1. 提高学生对英语语音、语调的感知能力。
2. 培养学生对英语词汇和句型的理解能力。
教学难点：1. 学生在听力过程中遇到生词和难句时的应对策略。
2. 学生如何将听到的信息与实际生活相结合。
教学准备：1. 教师准备听力材料，包括音频、视频等。
2. 学生准备好笔记本、笔等学习工具。
教学过程：第一课时一、导入（5分钟）1. 教师通过简短的英语对话，激发学生对听力课的兴趣。
2. 学生自由交流，分享自己感兴趣的英语听力材料。
二、听力训练（25分钟）1. 教师播放第一篇听力材料，要求学生认真听并回答问题。
2. 学生完成听力练习后，教师带领学生分析答案，讲解听力技巧。
3. 教师播放第二篇听力材料，学生分组讨论，互相交流。
三、课堂小结（5分钟）1. 教师总结本节课的听力技巧和要点。
2. 学生分享自己在听力过程中的心得体会。
第二课时一、复习与巩固（10分钟）1. 教师播放上一节课的听力材料，让学生回顾并总结。
2. 学生分组讨论，分享自己的学习心得。
二、拓展训练（20分钟）1. 教师播放新的听力材料，学生独立完成听力练习。
2. 学生完成听力练习后，教师带领学生分析答案，讲解听力技巧。
三、课堂小结（5分钟）1. 教师总结本节课的听力技巧和要点。
2. 学生分享自己在听力过程中的心得体会。
四、课后作业（5分钟）1. 学生根据教师的要求，完成课后听力作业。
2. 教师提醒学生注意听力材料的多样性，提高听力水平。
教学反思：1. 教师在听力教学中，要注重培养学生的自主学习能力，提高他们的听力技巧。
教师资格证考试-面试-高中英语-教案模板+逐字稿-语音课
语音课教学设计思路+方案+逐字稿【注意】语音课主要涉及以下六种：(1)停顿（Pause/Stop）：为了使意思表达地更清晰，或者是为了换气的需要，我们在说活或者朗读时，经常需要停顿，在形式上，在有标点的地方需要停顿，在意义上，它与意群有关；(2)意群（Sense group）：一个句子可以按照意义和语法结构分为几个部分，每一个部分可以成为一个意群。
从语义、语法上讲，意群是能表达某种意思的一个词、一组词、一个短语或一个分句、一个从句或一个主句。
(3)语调（Intonation/Tone）：包括以下四种：①升调（Rising tone）：用于一般疑问句（General question）②降调（Falling tone）：用于陈述句（Declarative sentence）、特殊疑问句（Special question）、祈使句（Imperative sentence）、感叹句（Exclamatory sentence）③升降调（Rising-falling tone）：用于选择疑问句（Alternative question）、并列句（Coordinate sentence）④降升调（Falling-rising tone）：用于反义疑问句（Disjunctive question/Tag question）(4)重音（Stress）：包括以下两种：(5)连读（Liaison）：主要包括以下四种：①辅音+元音（Final consonant + initial vowel）：前一个单词以辅音结尾，后一个单词以元音开头；如：pick ~ up；②r/re+元音（r/re + initial vowel）：前一个单词以r/re结尾，后一个单词以元音开头；如：for ~example；③元音+元音（Final vowel + initial vowel）：前一个单词以元音结尾，后一个单词以元音开头；如：how ~ are you？④辅音+辅音（Final consonant + initial consonant）：前一个单词以辅音结尾，后一个单词以辅音开头；后面的辅音实际上是半元音（semi-vowel）；如：luck ~ you；(6)爆破（Plosive）：主要包括以下四种：①失去爆破（Loss of plosive）：当2个爆破音相连时，第一个“引而不发”，第二个爆破；爆破音包括：/b/ /p/ /d/ /t/ /g/ /k/ ；如：doctor；②不完全爆破（Incomplete plosive）：当爆破音后面跟有摩擦音（/f/ /v/ /θ/ /ð/ /s/ /z/ /ʃ/ /ʒ//h/）、破擦音（/tʃ/ /dʒ/）时，前面的爆破音只做部分爆破；如：good friends；③/t/ 或 /d/ + /m/ 或 /n/ 型：如：good morning；④/t/ 或 /d/ + /l/ 型：handle；【设计思路】语音课，我们采用3P模式，即presentation， practice以及production；各个环节可以设计的活动如下：【教案】Teaching PlanTeaching Aims:Knowledge aims:(1)Students can know the meaning of …（语音现象）in English language studying.(2)Students can learn …（材料内容）Ability aims:（根据语音现象选择）①停顿/意群：Students can pause correctly according to the sense group in reading sentences.②语调：Students can recognize different intonations of different sentences, such as declarative sentence, general question.③重读：Students can understand the intention of speaker and the changes of meaning through the changes of stress.④连读：Students can read the sentences more fluently by using the knowledge of liaison.⑤爆破：Students can read English sentences more fluently by using the knowledge of loss of plosive.Emotional aims: （以下内容选一/二即可）(1)Students can get more interests and confidence in learning English.(2)Students will be willing to apply their English into daily use.(3)Students can get the awareness of cooperation with others.Teaching Key & Difficult Points:Teaching key point:Students can know what …（语音现象）is and how to use it.Teaching difficult point:How to make students understand what …（语音现象） is.Teaching Procedures:Step 1 Warming up1.Greetings.2.Lead-in: （以下导入方式选其一即可）①Review the knowledge that we learned before/in the last class with the students: …②Check students’ homework that I assigned in the last class: …③Share a story/saying/experience with students: …④Show students some pictures about … and ask them to think about the following questions:/ Play a short video to the students and ask them to think about the following questions during watching:Q1: …Q2: …⑤Free talk: ask students to discuss the following question and then invite some of them to share their answers:Q: …⑥Tongue twister: read one/some tongue twisters twice for the students and ask them which time is better and why.Tongue twisters: How many cookies could a good cook cook if a good cook could cook cookies?Can you can a can as a canner can can a can?（读的时候，第一遍可以不是很好，第二遍要又快又准，并且要用到材料中所涉及的语音现象；提供的绕口令要与语音现象有关；）Step 2 Presentation(1)Deal with the material: （以下方式取其一即可）①Play the tape once or twice, ask students to get the main idea of it or just ask them one or two questions:Q1: …Q2: …（以上是将材料作为听力材料所设计的活动；若文章要求朗读文章，此步骤可设计成教师朗读；若材料比较简单，可以只听一遍）②Read the passage once or twice, ask students to get the main idea of it or just ask them one or two questions:Q1: …Q2: …（以上是将材料作为阅读材料所设计的活动；若文章要求朗读文章，此步骤可设计成教师朗读；若材料比较简单，可以只读一遍）(2)根据语音现象从以下中选择：①停顿/意群：Read the passage for the students, then ask them “how many stops are there in my reading?”②语调：Read the passage for the students and read some new sentences twice, then ask them “what’s the difference of these two times?”③重音：Read the passage for the students and read some new sentences twice, then ask them “what’s the difference of these two times?”④连读：Read the passage for the students and read some new sentences twice, then ask them “which time is better and why?”⑤爆破：Read the passage for the students and read some new sentences twice, then ask them “what’s the difference of these two times?”(3)Make a summary about the rules of …（语音现象）Step 3 PracticeAsk the students to read the passage with the rules of …（语音现象）, then invite some of them to share and give evaluation.Step 4 ProductionPlay a dubbing game: play a short video and then ask students to play a dubbing game.Step 5 Summary and HomeworkSummary: ask a student/lead the students to summarize the content of this lesson.（总结环节可以是老师自己总结，让同学总结，老师和同学一起总结三种方式，一般使用后两种方式比较好）Homework: ask students to write a short passage about … and make a record of their reading with the rules of …（语音现象） and emotion.Blackboard design:【试讲逐字稿】[自我介绍]:Good morning/afternoon, dear judges, I’m No.X candidate applying for high school English teacher. （有的地方不让说姓名，只能说号码，但有的地方规定要说姓名，进入面试室时，有人会给你看一下注意事项，所以请一定看清，否则说错了会视为作弊，取消资格的）（上面这一句是在敲门得到允许进去后，所做的自我介绍，或者是向考官问好，一般考官会回应说：good morning/afternoon，之后你需要走到讲台上，进行结构化答题，回答结束后，考官会说请开始你的试讲）分割线—下面是真正的试讲逐字稿Today my topic is …, now I’ll start my class.[Greetings]:Class begins, sit down please. Good morning/afternoon, boys and girls, welcome to my class. How are you guys today? Great? Not bad? Glad to hear that. Me? Oh I’m pretty good, thanks for your asking. So are you ready for our class? Ok, good.[Lead-in]：以下方式选其一即可（建议在此步骤中，若能与文章标题联系起来的时候，可以书写板书：具体的标题，若文章没有标题，可以找机会一边说：today we’re going to have a reading class, 一边书写板书：reading）①Before our class, boys and girls, let’s have a quick review about what we learned in the last class. Do you still remember it? Great, you all remember it. Yes, we learned about …. Now as for today we are going to learn more about it/we are going to learn another grammar.②Before our class, boys and girls, do you still remember the task that I assigned for you in the last class? Yes, it is … Ok, so how many of you have prepared it? Show me your hands. Ok Anna, please. （此处停顿几秒，假装Anna在回答）Excellent, I can see you did it with your heart. Now as for today, we are going to learn …/we are going to talk more about …③-1.Before our class, boys and girls, I’d like to share a story with you. After the story, you need to tell me …（此处可以出一个问题）So please listen to me carefully. …（讲故事）So who wants to share your answers with us? Anna, please. …（Anna的回答）Very good, sit down, please. Now as for today, we are going to learn …/we are going to talk more about …③-2.Before our class, boys and girls, I have s sentence for you, please listen to me carefully and please try to guess its meaning …（此处讲一个名人名言）So who wants to share your answers with us? Anna, please. …（Anna的回答）Very good, sit down, please. Now as for today, we are going to learn …/we are going to talk more about …③-3.Before our class, boys and girls, I’d like to share one experience of mine with you …（讲经历）So how about you? Do you have any unforgettable experience? Anna, please share with us. …（Anna的回答）Very good, sit down, please. Now as for today, we are going tolearn …/we are going to talk more about …④Before our class, boys and girls, let’s watch a short video/some pictures, and you need to think about the following questions: Q1: … and Q2: … Are you clear? Ok, great, let’s start here.（观看视频/图片，停顿几秒）Well you have enjoyed the video/the pictures, have you got the answers? Anna, you please. Oh you think … Yes, great, sit down please. How about question 2? Peter, please have a try. You think … I agree with you, sit down please. Now as for today, we are going to learn …/we are going to talk more about …⑤Before our class, boys and girls, I’d like to ask you a question: … Anna, please have a try. Yeah, …（Anna的回答）Wonderful, thank you, sit down please. And? Peter, please. Great, …（Peter的回答）Now as for today, we are going to learn …/we are going to talk more about …⑥Before our class, boys and girls, I have a tongue twister for you. Please listen to me carefully. …（绕口令）and please think about one question: why do you think tongue twister can be spoken so smoothly and quickly? Uh huh, yes, we can speak two or three words in a way of connecting. Good point, and in English, we call it liaison. Now as for today, we are going to learn more about it. （此处是以连读为例）[Presentation]:(1)以下方式选其一即可：①Now let’s listen to the tape. Please listen carefully and try to catch the main idea of it /try to think about the following one/two questions:Q1: …Q2: …Are you clear? Start here.（停顿几秒）It’s over, so have you got the main idea of it? Good, it’s … Very good.②Now let’s take out our paper and look at the reading passage. Please read it carefully to catch the main idea of it/to think about the following one/two questions:Q1: …Q2: …Are you clear? Start here.（停顿几秒）It’s over, so have you got the main idea of it? Good, it’s … Very good.(2) 以下方式选其一即可：①停顿/意群：Ok, now guys, I’ll read the passage for you again, and this time, please focus on my reading, and try to figure out where I stop when I’m reading. You can make notes if necessary, and at last, you need to tell me how many stops in the passage. …（教师朗读文章）Ok, how many stops do you found? Lily you please. …（Lily的回答）Good, sit down please. Do you agree with her? Yes? Very good.②语调：Ok, now guys, I’ll read the passage for you again, and this time, please focus onmy reading, and try to figure out some differences among some sentences. …（教师朗读文章，若没有要求，可以省略）Now it’s time to learn something new. Let’s look at a new sentences. I’ll read it twice, then please tell me the difference of these two times, clear? Ok, …（读两遍）Ok, can you tell me the difference of them? Please discuss it with your partner, then share with us, ok? Good, start.（停顿几秒）Who wants to share? Ok, Lily you please. You used different tones. Good, you got the point, sit down, please.③重音：Ok, now guys, I’ll read the passage for you again, and this time, please focus onmy reading, and try to figure out some differences among some sentences. …（教师朗读文章，若没有要求，可以省略）Now it’s time to learn something new. Let’s look at a new sentences. I’ll read it twice, then please tell me the difference of these two times, clear? Ok, …（读两遍）Ok, can you tell me the difference of them? Please discuss it with your partner, then share with us, ok? Good, start.（停顿几秒）Who wants to share? Ok, Lily you please. You emphasized different words each time. Good, you got the point, sit down, please.④连读：Ok, now guys, I’ll read the passage for you again, and this time, please focus onmy reading, and try to figure out some differences among some sentences. …（教师朗读文章，若没有要求，可以省略）Now it’s time to learn something new. Let’s look at a new sentences. I’ll read it twice, then please tell me which time is better, clear? Ok, …（读两遍）Which one is better? The second time? Ok, can you tell me why the second time is better? Please discuss it with yourpartner, then share with us, ok? Good, start.（停顿几秒）Who wants to share? Ok, Lily you please. Because you speak “…” and “…” in a way of connecting. Good, you got the point, sit down, please.⑤失爆：Ok, now guys, I’ll read the passage for you again, and this time, please focus onmy reading, and try to figure out some differences among some sentences. …（教师朗读文章，若没有要求，可以省略）Now it’s time to learn something new. Let’s look at a new sentences. I’ll read it twice, then please tell me the difference of these two times, clear? Ok, …（读两遍）Ok,can you tell me the difference of them? Please discuss it with your partner, then share with us, ok? Good, start.（停顿几秒）Who wants to share? Ok, Lily you please. You didn’t speak the letter “…” in the word of “…” in the second time. Good, you got the point, sit down, please.(3) 以下方式选其一即可：①停顿/意群：Actually in English, we call it “pause”（此时可以书写板书：what is pause?）. Now I am wondering what the rules of pause are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒，此时可以书写板书：when should we use pause?）Ok, time’s up. So have you found the rules? Well your group think that we should pause when we meet “and ”, “but”, “however”, “that”, “which” etc, and your group think that we should pause when we meet phrases and clauses. Very good. Let’s summarize the rules together. Actually we can say that we should pause in sense groups. So what is sense groups? A sense group is a language group that share the same meaning. That is to say, in a sentence, every word has its own meaning, and when they are combined together, they have a different meaning. When you pause at any word, it cannot convey the complete meaning of the sentence. Then we call it a sense group, clear? Great.②语调：Actually in English, we call it “intonation” or “tone”（此时可以书写板书：what is intonation?）. Now I am wondering what the rules of intonation are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use intonation?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. We use rising tone in general questions, falling tone in declarative sentences, special questions, imperative sentences and exclamatory sentences. We use rising-falling tone in alternative questions, and coordinate sentences. For example, in an alternative question, there are two parts, we use rising tone for the first part, and falling tone for the second part. And we use falling-rising tone in disjunctive questions. For example, in an disjunctive question, there are two parts, we use falling tone for the first part, and rising tone for the second part. Clear? Great.③重音-1：单词重音：Actually in English, we call it “ word stress”（此时可以书写板书：what is word stress?）. Now I am wondering what the rules of it are? Now please work in groups offour to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use word stress?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. For one-syllable words, we need to stress them, for disyllable or try-syllable words, normally we need to stress on the first syllable, and for multi-syllable words, we need to stress on the antepenultimate syllable. Clear? Great.③重音-2：句子重读-Grammatical stress：Actually in English, we call it “grammatical stress”（此时可以书写板书：what is grammatical stress?）. Now I am wondering what the rules of it are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use grammatical stress?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. Normally, we stress the notional words not the functional words. And notional words include nouns, verbs, adjectives, adverbs, etc,. and functional words include prepositions, article, adjunction, interjection, etc,. Clear? Great.③重音-3：句子重读-Logical stress：Actually in English, we call it “logical stress”（此时可以书写板书：what is logical stress?）. Now I am wondering what the rules of it are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use logical stress?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. Normally, we highlight or stress the information that the speaker or someone wants to know. Clear? Great.④连读：Actually in English, we call it “liaison”（此时可以书写板书：what is liaison?）. NowI am wondering what the rules of it are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use liaison?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. Normally, we can say the structure is: Final consonant + initial vowel, which means the first word is ended with a consonant and the second one is beginning with a vowel, such as pick ~ up./Final letter r/re + initial vowel, which means the first word is ended with the letter of r/re, and the second one is beginning with a vowel, such as for ~ example. /Final vowel + initial vowel, which means the first word is ended with a vowel and the second one is beginning with a vowel, such as how ~ are you? /Final consonant + initial consonant, which means the first word is ended with a consonant and the second one is beginning with a consonant, such as luck ~ you.（一般材料中只会涉及一种形式，请根据材料选择相应的形式） Clear? Great.⑤爆破：Actually in English, we call it “loss of plosive”（此时可以书写板书：what is loss of plosive?）. Now I am wondering what the rules of it are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use loss of plosive?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. There are six plosives: /b/ /p/ /d/ /t/ /g/ /k/, when any two of them meet, for the first one, you just give the shape of the mouth, do not need to give any sound of it. Such教师资格证考试—面试—高中英语—教案设计思路+方案+逐字稿as: doctor. /There are six plosives: /b/ /p/ /d/ /t/ /g/ /k/, and when any of them is followed with a fricative (/f/ /v/ /θ/ /ð/ /s/ /z/ /ʃ/ /ʒ/ /h/) or affricative (/tʃ/ /dʒ/), for the plosive, you just give a slight sound. Such as: good friend. /When /t/ or /d/ is followed with /m/ or /n/ or /l/, for /t/ or/d/, you just give the shape of the mouth, do not need to give any sound of it. Such as: good morning. （一般材料中只会涉及一种形式，请根据材料选择相应的形式） Clear? Great.[Practice]:Practice makes perfect. So let’s do some exercises. Please read the passage again. This time, you need to use the rules of …（语音现象）and then we’ll invite some of you to share with us, clear? Ok, start here.（停顿几秒）Now time’s up, who want to have a try? Lucy you please. （不需真正回答，只需停顿几秒，然后直接点评即可）Good, you did a good job, but there’s still some little mistakes. …（改正）Clear? Good, sit down please. Another one? Peter, please have a try.（不需真正回答，只需停顿几秒，然后直接点评即可）Well done, you made no mistake, sit down, please.[Production]:Since we mastered the knowledge well, let’s play a dubbing game, we will watch a movie, for the first time, listen to it carefully, and the second time, it’ll be silent, you need to choose your own character and try to make the scene as interesting as you can, please try to use the rules of …（语音现象）that we just learned, then we’ll have some students to share, clear? Good, start.（停顿几秒）Time’s up. Group one, please share your performance with us. （不需真正回答，只需停顿几秒，然后直接点评即可）Excellent, you all give a wonderful performance. I’m very proud of your progress and smart ideas.[Summary and homework]:How time flies! It’s time to make a summary. Let’s do it together. Today we havelearned … Yes, very good, and the rules of it are …. Ok good, we all did a good job in this class.（老师带领大家一起回答时，当说到重点的时候，要有所停顿，因为我们需要做的是引导学生回答，而不是我们自己回答）Well, after class, I’d like you to write a short passage about … and make a record of your reading with what we learned today. Are you clear? Ok, great. That’s all for today’s class. Goodbye class, see you next time.[结尾]：That’s all for my presentation, thank you![接下来就是答辩]11。
高中英语教资面试语音课教案逐字稿
高中英语教师资格证面试–语音课型真题–教案–逐字稿–板书1.题目: 语音教学试讲2.内容New Discoveries in ScienceMiracles in medicineSeem to happen everydaySomewhere in a countryA scientist leads the way.She is looking for the answerTo a problem long agoWhat the answer will turn out to beShe may never knowBut she works to get the job doneShe never will give inNew discoveries in scienceAre what we need to win3. 基本要求(1)朗读所给段落(2)配合教学内容适当板书(3)针对所给材料划线部分, 设计相应的语音教学活动(4)用英文试讲(5)试讲时间: 10分钟教案Knowledge ObjectiveStudents will recognize and understand the rules of rhymeAbility ObjectiveStudents can write rhyming coupletsEmotional ObjectiveStudents get interested in appreciating English poemsTeaching Key and Difficult Points:Key Point – Students get to understand the rules of rhymeDifficult Point – Students are able to write rhyming coupletsTeaching Method3P (Presentation – Practice – Production)Teaching ProcedureLead-inHave a quick review on rules of stress with studentsPresentation1.The teacher reads the poem and students try to get the main idea of the poem2.The teacher reads the poem again and have students recognize something in commonof the underlined words3.The teacher explains the rules of rhymePractice1.Students read the poem to their elbow partners and then the teacher invite some of themto read the poem in front of the whole class2.The teacher reads some rhyming couplets and asks students which words are rhymed Presentation1.Students work in groups and try to write rhyming couplets2.The teacher invites students to read their rhyming coupletsSummaryThe teacher helps students to summarize what they have learned in classHomeworkStudents write a short poem with rhyming couplets and hand it in tomorrow逐字稿(Greeting)Good morning, boys and girls. How are you doing today? Great? Glad to hear that. If you are ready, let’s begin our class.(Lead-in)Last week, we studied rules of stress. So, let’s have a quick review first. Michael, do we need to place stress on a one-syllable word? (Michael…) Exactly, Michael, thank you. We always place stress on a one-syllable word. Then Nina, what about a two-syllable word?(Nina…) Good job. Thank you, Nina. The first syllable is usually stressed when it comes to a two-syllable word, like “custom” and “many”. Jenny, what words are often stressed in a sentence? (Jenny…) Thank you, Jenny, you’re right. Content words such as verbs, nouns, adjectives are usually stressed. Leo, what words are not stressed in a sentence?(Leo…) Thank you, Leo. Yes, we don’t place stress on structure words like articles, conjunctions and prepositions. Excellent. You guys did a fantastic job last week.(Presentation)Today we are still going to learn some rules about pronunciation. Now I’ll read you a poem. After that, I would like you to tell me what this poem is about. Now please listen to the poem.Well, Cynthia, what is this poem about? (Cynthia…). Exactly, Cynthia, thank you. Of course, this poem is about new discoveries in science. Now everyone please open your book and turn to page five. I’ll read it again and this time I would like you guys to pay special attention to the underlined words. Then you can have a discussion with your elbow partner on what things in common these words have in terms of pronunciation. Now, I’ll read the pome again. Please listen carefully. (The teacher read the poem.) Well, you can start discussing with your elbow partner. Here we go.T ime’s up. Alex, do you find something in common among the underlined words? (Alex…). Thank you, Alex. You’re quite perceptive. They have same sounds in the final syllables which usually include a vowel sound, like “day” and “way”, “ago” and “know”, “in” and “win”. People refer to this phenomenon as rhyme in English. As to pairs of lines that end in words that rhyme, people refer to them as rhyming couplets.(Practice)N ow, I’ll give you 3 minutes to read the poem by yourselves. Then I’ll invite some of you to read the poem. Let’s begin.Time’s up. Billy, can you read the poem for us?(Billy…) Great job, Billy. Thank you.Now, I’ll read you some rhyming couplets. After that, I would like you to tell me the rhyming words in them. Here we go.Terry, what are the rhyming words in the couplet I just read? (Terry…) Thank you, Terry. Well done. “Cat” and “Hat” are the rhyming words.(Presentation)N ow, It’s time you write some rhyming couplets. You need to work with your elbow partner and write two rhyming couplets. You have 5 minutes. Let’s begin.T ime’s up. Amy, could you share your couplets with us?(Amy…) Thank you, Amy. Fantastic job there.(Summary)N ow let’s have a quick recap. Sunny, can tell me what is rhyme? (Sunny…). Thank you, Sunny. And Derek, what is a rhyming couplet? (Derek…). Exactly. Thank you, Derek.(Homework)Let’s call it a day. As for the homework, you need to write a short poem with rhyming couplets and hand it in tomorrow. Thank you for your time, boys and girls. Have a good day.板书RhymeDay – Way /ei/Ago – Know /nəʊ/In – Win /in/。
教资高中英语语音教案
教资高中英语语音教案【篇一：大一语音教案】教案2009～2010学年第一学期系英语外事管理系教研室(组)大一年级精读组课程名称英语精读授课年级2009授课教师职称四川外语学院成都学院教务处制二○○九年八月教案（首页）教案【篇二：教师资格证高中英语面试教案写法整理】阅读课：导入（图片，问答），读前讨论预测或者听力训练，读中寻读精读标记语法点找主旨句，读后讲解语法点，小组活动teaching topic：teaching aims:1. learn some new words .2. improve students? reading ability and self-study ability.3. enable students to value/love/aware the importance of ... teaching aids: pictures, a tape recorder and ppt.teaching important points:1.improve students? reading ability.2.master the following words.teaching difficult points:1. how to make them to understand the reading text better.2. improve their reading strategy.teaching procedure:step 1: lead-inshow students? pictures on the screen. and ask them what they will do if they are in those situations, let them discuss inpairs and then ask some ss answer the question after 3 minutes. step 2: pre- readingteacher ask the ss to listen to the record to try to grasp the general idea of the passage,try to answer 2 questions.step 3: while- readingusing task-based method to help the ss improve their reading skills in this step.task1. scanning :scanning the text and find the answer of 2 questions. looking for the information quickly without reading the whole text.task2. detail readingread the passage carefully and do true or false exercises on the screen. let ss get further understanding of the article and check their reading results.step 4: language learningfind out the new words and phrases. let them guess from the context.new words:new phrases:step5: summaryss summarize what we have learnt and key points. make an assessment on each group. step6: homeworkwrite 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 .3. 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 advicethe 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 upgreet 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 patterns1. 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 workask 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 advicetell 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 play1.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. youshould/shouldn?t ________ and you should/shouldn?t________...b: yes, i think so.a: _________________.b: thank you, doctor.step5: summaryss summarize what we have learnt. make an assessment on each group.step6: homeworktry 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 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 ingreet 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 ending in -ing and –ed.try to find the differences and understand the meaning of these adjectives.step 3 group worklet 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 exerciseinvite 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 homework1. find out more adjectives ending in -ing and -ed and sentences.e the -ed and -ing form of the words “bore” “interest” “amaze” and “embarrass” to make sentences.blackboard design：title:words and phrases :sentence pattern :.听力课：导入，听主要内容检查主要内容，听细节（给问题），分角色，对话表演写作课：复习导入，展示讨论图片，描述内容/文体，总结关键词语，教师指导，写作文【篇三：教师资格证英文教案】teaching plantype: module lessonmaterial: three days to seeteaching aids: multi-media and blackboardinstructor: zhu yunclass: class 12, senior ii, jianping high schoolteaching objectives:language objectives:1. to build up students’ vocabulary by reading and analyzing famous writings;2. to train students to further develop their reading skills.emotional objectives:1. to cultivate students’ appreciation of the masterpiece;2. to arouse students’ awareness of the beauty of nature;3. to get students to learn to cherish people and things around. ability objectives:1. to develop students’ ability to guess meanings of words through the context;2. to cultivate students’ spirit of cooperation with classmates.teaching proceduresi. presentation: pre-reading1. test students’ awareness of the change of things around;2. give a brief introduction of helen keller.ii. practice: while-readingi) read and understand the first two paragraphs1. did helen keller think it was good or bad if people were stricken blind and deaf for a fewdays at some time during his early adult life?2. how do you know that? (which word tells you?)3. why did helen think it was a good idea for people to losetheir ability of sight and hearing?4. did one of helen’s friends observe anything when she returned from a long walk in thewoods?5. what did she say in reply to helen’s question?6. was her friend also blind (or was she normal)?7. which word tells you that?8. what did she say about the seeing people?9. how do you understand the sentence “the seeing see little”? do you agree? why?10. how did helen feel when saying “how was it possible”?then how did helen feel the beauty of nature?ii) read and appreciate the third paragraph1. students’ are required to read the third paragraph by themselves。
高中英语语音教资教案模板
课时：1课时教学目标：1. 让学生掌握英语语音的基本概念和发音规则。
2. 提高学生的英语口语表达能力。
3. 培养学生良好的英语学习习惯。
教学重点：1. 英语音标、元音和辅音的发音规则。
2. 常用单词的发音和短语。
教学难点：1. 学生对英语音标的掌握程度。
2. 学生在发音过程中容易出现的问题。
教学准备：1. 教学课件2. 录音设备3. 音标卡片4. 英文歌曲或小故事教学过程：一、导入1. 教师播放一段英文歌曲或小故事，引导学生关注英语语音的韵律和节奏。
2. 提问：同学们，你们能听出这首歌曲或这个故事中的语音特点吗？引导学生思考英语语音的重要性。
二、新授课1. 教师讲解英语音标、元音和辅音的发音规则，结合具体例词进行示范。
2. 学生跟读，教师纠正发音错误。
3. 教师发放音标卡片，让学生通过卡片学习音标。
三、巩固练习1. 教师播放录音，学生跟读，提高发音准确度。
2. 学生分组练习，互相纠正发音错误。
3. 教师选取一些常用单词和短语，让学生进行发音比赛。
四、课堂小结1. 教师总结本节课所学内容，强调英语语音的重要性。
2. 学生分享自己在学习过程中遇到的问题，教师进行解答。
五、课后作业1. 学生回家后，复习本节课所学内容，巩固发音。
2. 每天进行英语口语练习，提高发音水平。
教学反思：1. 教师在教学过程中要注意引导学生关注英语语音的韵律和节奏，让学生在轻松愉快的氛围中学习。
2. 教师要注重纠正学生的发音错误，提高发音准确度。
3. 教师可以采用多种教学方法，如游戏、歌曲、故事等，激发学生的学习兴趣。
4. 教师要关注学生的个体差异，因材施教，让每个学生都能在英语语音学习上取得进步。
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高中英语教师资格证语音课教案文档编制序号：[KKIDT-LLE0828-LLETD298-POI08]TopicTeaching Aims:1.Knowledge aim: The students will be able to know how topronounce…/what is…2.Ability aim: The students will be able to pronounce ...3.Emotional aim: The students will be able to pronounce ... moreconfidently.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 /i/Teaching aims:（1）Knowledge aim: be able to know how to pronounce the diphthong /i/（2）Ability aim: By the end of the class, students should be able to pronounce the diphthong/i/（3）Emotional aim: be able to pronounce the /i/more confidentlyTeaching methods: 3-P model(Presentation, Practice, Production)Teaching aids: chock, blackboard, some cardsTeaching procedure:1)StepⅠGreeting and Lead-in2)StepⅡ PresentationShow some cards to the students. Lead in the diphthong /i/3)StepⅢ Practiceexplain the right way to pronounce the sound and practice the students the sound /i/.4)StepⅣ ProductionSound discrimination and tongue twisterStepⅤ SummarizeStepⅥ HomeworkPractice the diphthong /i/ 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 EnglishT: 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 EnglishT: good. This is a girl. And what is she doing nowT: 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 EnglishT: 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 commonT: yes, very good. These words all contain the sound/i/. Now read after me, /i/ /T: /i/T: /i/T: Now, do you know the right way to pronounce the diphthong /i/T: this is a diphthong. It begins with the first sound /i/,( write the /i/ on the blackboard) and glide towards the second sound //,( write the // on the blackboard) rememberT: Ok, very good. Now who can pronounce the sound Aslan, you, pleaseT: /i/, read after me.T: yes, very good. Lily, can youT: OK Good. Candy, pleaseT: yes, very good.T: Ellen, how about youT: 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. /i/, /i/, /i/. Now read after me, /i/T: OK, excellent. Now, the whole class read after me. /i/T: /i/T: /i/.T: /i/.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 clearS: Yes.T: /i/. 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 /i/ from each of the following pairs. , peer pearT: excellent. , tare tearT: are you sureT: OK, very good. dareT: great! 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 /i/; remember the right way to pronounce this sound. It begins with the first sound /i/ and glide towards the second sound //, you should practice more after class. Your homework is to practice the diphthong /i/ 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 topronounce…/what is…2.Ability aim: The students will be able to pronounce ...correctly3.Emotional aim: The students will be able to speak English moreconfidently.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 tothe pronunciation 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: HomeworkPractic e 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 for 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。