教资高中英语语音教案.doc
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。
高中英语教案语音课模板
课时：2课时年级：高一教材：人教版高中英语教学目标：1. 通过本节课的学习，学生能够掌握英语音标的基本知识，包括元音和辅音的发音。
2. 培养学生正确的发音习惯，提高英语口语发音的准确性和流畅性。
3. 增强学生的英语听力理解能力，提高对英语语音的敏感度。
教学内容：1. 英语音标的基本知识：元音和辅音的分类、发音要领。
2. 常见单词的发音规则和音节划分。
3. 英语语音的节奏和语调特点。
教学过程：第一课时一、导入1. 教师简要介绍英语语音学习的重要性，激发学生的学习兴趣。
2. 引导学生回顾已学过的英语发音知识，如元音和辅音的基本发音。
二、新知识学习1. 元音和辅音的分类及发音要领：- 教师展示元音和辅音的分类表格，讲解发音要点。
- 学生跟读练习，教师逐一纠正发音错误。
2. 常见单词的发音规则和音节划分：- 教师挑选一些常见单词，讲解发音规则和音节划分。
- 学生跟读练习，教师纠正发音错误。
三、课堂活动1. 分组练习：学生分成小组，互相纠正发音错误，提高发音水平。
2. 发音比赛：每组选出一名代表进行发音比赛，评选最佳发音者。
四、总结1. 教师总结本节课所学内容，强调发音的重要性。
2. 布置课后作业，要求学生复习本节课所学内容。
第二课时一、复习1. 教师提问，检查学生对上节课所学内容的掌握情况。
2. 学生分组练习，互相纠正发音错误。
二、新知识学习1. 英语语音的节奏和语调特点：- 教师讲解英语语音的节奏和语调特点，分析其与汉语的异同。
- 学生跟读练习，教师纠正发音错误。
2. 常见句子的发音练习：- 教师挑选一些常见句子，讲解发音技巧。
- 学生跟读练习，教师纠正发音错误。
三、课堂活动1. 角色扮演：学生分组进行角色扮演，练习英语口语发音。
2. 发音比赛：每组选出一名代表进行发音比赛，评选最佳发音者。
四、总结1. 教师总结本节课所学内容，强调英语语音的重要性。
2. 布置课后作业，要求学生复习本节课所学内容，并练习英语口语。
《英语语音》课程教学教案
《英语语音》课程教学教案一、教学内容本节课的教学内容选自人教版高中英语选修8，第一单元。
本节课主要讲解英语元音和辅音的发音规则，以及连读、弱读等语音现象。
具体内容包括：1. 元音发音：长元音 /i:, e, ə, a:/ 和短元音 /ɪ, ʊ, ʌ, ɒ/的发音方法及区别。
2. 辅音发音：清辅音 /p, t, k, s, f, ʃ/ 和浊辅音 /b, d, g, z, v, ʒ/ 的发音方法及区别。
3. 连读现象：相邻单词的辅音与元音的连接发音。
4. 弱读现象：某些单词在句子中的发音减弱或省略。
二、教学目标1. 学生能够正确发音元音和辅音，掌握发音规则。
2. 学生能够识别并正确发音连读和弱读现象。
3. 学生能够在实际语境中运用所学的语音知识，提高英语口语表达能力。
三、教学难点与重点重点：元音和辅音的发音规则，连读、弱读等语音现象的识别和应用。
难点：连读、弱读在实际语境中的运用，以及发音时的口型和舌位。
四、教具与学具准备1. 教具：多媒体课件、黑板、粉笔、录音机、磁带。
2. 学具：课本、练习册、录音机、磁带。
五、教学过程1. 引入：通过播放一段英语对话，让学生注意到的语音现象，激发学生学习兴趣。
2. 讲解：讲解元音和辅音的发音规则，以及连读、弱读等语音现象，示例讲解，让学生跟着老师一起发音。
3. 练习：学生跟读课文，模仿发音，教师逐一纠正发音错误。
4. 应用：学生分组进行角色扮演，运用所学的语音知识进行对话，教师巡回指导。
六、板书设计1. 元音发音规则：长元音 /i:, e, ə, a:/短元音 /ɪ, ʊ, ʌ, ɒ/2. 辅音发音规则：清辅音 /p, t, k, s, f, ʃ/浊辅音 /b, d, g, z, v, ʒ/3. 连读现象：相邻单词的辅音与元音的连接发音。
4. 弱读现象：某些单词在句子中的发音减弱或省略。
七、作业设计1. 作业题目：(1) 模仿课本对话，注意连读、弱读的发音。
(2) 找出身边的英语语音例子，分析其发音规则。
(完整word版)英语语音教案
《英语语音》课程教学教案Unit 1 Phoneme and TranscriptionUnit 2 The Pure VowelsUnit 3 The DiphthongsUnit 4 Rules of Reading of English Vowel Letters Unit 5 The ConsonantsUnit 6 Connected Speech (1)Unit 7 Connected Speech (2)Unit8 Connected Speech (3)Unit 1 Phoneme and TranscriptionPurpose:The students will learn some basic concepts in English pronunciation. We are going to learn something about syllables, stress and rhythm in English. At the same time, they will learn to say greetings and farewell with appropriate pronunciation and intonation in English.Objectives: Students will be able to :1.Define - in their own words a definition for “syllable”and “stressedsyllable”, then a definition for “rhythm” and “rhythmic pattern”;pare – based on the understanding of the basic concept, compare thedegrees of stress and different rhythmic patterns;3.Practice –imitate the typical stress patterns and rhythmic patterns inEnglish.Activities and Procedures:1.Begin by asking the class to find out how much the students know about stresspatterns and rhythmic patters in English, make sure that it serves the purpose of stimulating the students to think about the issue and have the desire to find out the answers themselves.2.Display examples by playing the recording of the native speakers showing thetypical stress patters and rhythmic patterns in English.3.Ask the students to listen to the tapes to mark out the stressed syllables in words.4.Ask the students to listen to the tapes to mark out the stressed words in sentences.5.Have the students imitate the stress patterns and rhythmic patterns to experiencethe rhythm in speech.6.Have the students share what they have learned by reading out the practicematerials in pairs.7.Have the students listen to the conversations recorded by native speakers ofEnglish and try to get the rhythmic patterns in their speech.8.Have the students practice the guided conversation. Ask them to pay specialattention to the stress the rhythm in speech.9.Highlight the language function in the conversation in the practice.10.Have several pairs of the students present their conversation in the class.ment on the students’performance by highlighting the achievement of thestudents and the efforts they need for the improvement.12.Ask the students to do more practice after class and get ready for presentation during the nextsession.Basic Concepts: Syllables, Stress & RhythmIn this unit, we are going to learn some basic concepts in English pronunciation. We are going to learn something about syllables, stress and rhythm in English. At thesame time, we are going to learn to say greetings and farewell with appropriate pronunciation and intonation in English.First of all, let’s look at the syllable in English.Please listen to the following word: driveway.Now, tell me, how many syllables there are in this word? Right. There are two. Please listen to the following sentence: Drive him away.Tell me, how many syllables there are in this sentence? Right. There are four. IntroductionSo. What is a syllable?A syllable is a word part and the basic unit of English rhythm. English words can have one, two, three or even more syllables. In the word ‘driveway’, there are two syllables. In the sentence ‘Drive him away’, there are four.What is a stressed syllable?In English words with more than one syllable, one of them will receive more stress than the others. Stressed syllables are those that are marked in the dictionary as stressed. For example, in the word ‘driveway’, the first syllable i s a stressed syllable while the second syllable is not.Stressed syllables in English are usually longer, louder, and higher in pitch.Listen to the following example:ba NAAAA naSyllable 1 Syllable 2 Syllable 3(short) (long) (short)The word "banana" has 3 syllables. Syllable 1 is not stressed and so is short. Syllable 2 is stressed and so is long with a clear vowel sound / :/. Syllable 3 is not stressed and so is also short.Here is a short summary about the stressed and unstressed syllables:Stressed syllables are strong syllables. Unstressed syllables are weak syllables.Stressed syllables:-are long-have a pitch change-have full vowel sounds.Unstressed syllables:-are short-often have a reduced vowel sound.Now let’s look at the rhythm in English.We all know that correct pronunciation of the individual English sounds is important in communication. The way the sounds are organized, however, is often more crucial for understanding. The rhythm of English, for example, is one of the two major organizing structures that native speakers rely on to process speech.What is rhythm?Rhythm can be found everywhere in life: the sound of a clock, the beating of the heart, the strokes of a swimmer, and of course in poetry and music. But rhythm in language is less familiar because it is less obvious. The rhythm of a language is characterized by the timing pattern of successive syllables. In some languages, every syllable is given about the same length, while in others, syllables vary in length. In English, strong beats are called stress -- the heart of the rhythmic pattern.音节、重音与节奏本单元将向大家介绍英语语音语调的基本概念, 主要介绍英语语音的音节、重音和节奏规律。
高中英语语音教学
高中英语语音教学一、教学任务及对象1、教学任务本教学任务以“高中英语语音教学”为核心，旨在帮助学生掌握英语语音的基本知识，提高发音准确性，增强语感，培养良好的语音习惯。
通过本课程的学习，学生能够熟练运用英语音标，掌握单词的重音、连读、语调等语音现象，从而提高英语听说能力，为日后的英语学习打下坚实基础。
2、教学对象本课程的教学对象为高中学生，他们已经具备了一定的英语基础，但在语音方面仍存在不同程度的问题。
学生可能对音标掌握不熟练，发音不准确，语调生硬，影响了英语口语的表达。
因此，针对这一阶段的学生，教学设计应注重个体差异，因材施教，激发学生的学习兴趣，帮助他们克服语音障碍，提高英语综合运用能力。
二、教学目标1、知识与技能（1）掌握英语国际音标及其发音规则，能够准确拼读单词；（2）了解并运用单词的重音、连读、语调等语音现象，提高英语口语表达能力；（3）学会使用语音学习工具，如语音字典、在线语音课程等，培养自主学习能力；（4）通过模仿、跟读、角色扮演等方式，提高听力理解能力和口语表达能力；（5）积累一定量的英语口语表达句型，并能灵活运用到实际语境中。
2、过程与方法（1）采用任务型教学法，引导学生通过完成具体的语音任务，培养实践操作能力；（2）运用对比分析法，帮助学生发现并改正发音错误，提高发音准确性；（3）运用小组合作学习法，促进学生之间的互动交流，提高学习效果；（4）借助多媒体教学资源，如视频、音频等，丰富教学手段，激发学生学习兴趣；（5）定期进行语音测试，及时了解学生学习进度，调整教学策略。
3、情感，态度与价值观（1）培养学生对英语语音学习的兴趣，激发学习动力；（2）帮助学生树立自信心，克服语音障碍，勇于开口说英语；（3）培养学生良好的团队合作精神，学会倾听、尊重他人意见；（4）引导学生认识到英语语音学习的重要性，提高学习积极性；（5）培养学生具备国际视野，了解不同文化背景下的语音特点，增强跨文化交际能力。
高中语音课教案模板3篇 中学英语语音课教案
高中语音课教案模板3篇中学英语语音课教案下面是收集的高中语音课教案模板3篇中学英语语音课教案，欢迎参阅。
高中语音课教案模板1小学英语语音课教案一、教学目标设计1、学情分析本节课的授课对象是小学二年级学生。
二年级学生经过近两年的攀登英语的学习基础，有了简单的英语基础知识和听说能力；同时，学生对英语学习有着较浓厚的兴趣，喜欢表达自己的观点，也具备初步的自主、合作、探究能力。
2、教学内容本课的教学内容是phonic kids英语语音教材中的内容，是一节单纯的语音课型。
攀登英语2A已经学会朗诵26个字母，本节课的重点是启发学生通过仔细读单词，自己总结出元音辅音字母Pp、Ss、Dd、Cc、Rr的读音以及通过chant来掌握与am、ad、at字母组合的发音。
让学生获得成功感，进而提升自主学习的能力。
3、教学目标知识目标：能通过认读总结出p、s、d、c、r在单词中的读音，借助拼读方法fyn读出p、s、d、c、r与am、ad、at等组合成的单词：“Pig、pink、park、Pam、Sam、dog、duck、car、cat、rat”能力目标：（1）引导学生积极参加小组活动，促进他们养成动脑、动口和动手的好习惯，初步形成主动学习的意识。
（2）培养学生的分析能力。
情感目标：（1）借助chant的押韵和节奏感进一步提高学生对英语的学习热情及学习兴趣。
（2）鼓励学生积极主动参与课堂活动，大胆开口，主动模仿。
教学重点、难点：能够听懂，拼读，认读例词“Pig、pink、park、Pam、Sam、dog、duck、car、cat、rat”教具准备：课件二、教学过程设计Step1、Warming up1、Introduce and Greeting.（I am name is boys and to meet you.）2、We are studying English you chant“ ABC ”？出示字母表.Follow me please!Step2、Presentation1、导入：教师指向某个字母，示意学生举手回答：“what is this?”个别举手回答，答对的及时表扬。
高中语音英语授课教案模板
课时：2课时教学对象：高中一年级教学目标：1. 知识目标：学生能够掌握英语音标的基本知识，包括元音和辅音的发音规则。
2. 能力目标：学生能够正确发音，并能进行简单的语音练习和纠正发音错误。
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. 英语音标的基本知识。
2. 常见元音和辅音的发音方法。
教学难点：1. 不同音标的发音差异。
2. 发音时口型和舌头的正确位置。
教学准备：1. 教学课件。
2. 英语音标卡片。
3. 录音机或音响设备。
教学过程：第一课时一、导入1. 利用图片或视频展示不同国家的语言环境，激发学生对英语语音学习的兴趣。
2. 提问：同学们，你们知道英语语音学习的重要性吗？二、新授1. 介绍英语音标的基本知识，包括元音和辅音。
2. 展示音标卡片，讲解每个音标的发音方法和口型、舌头的位置。
三、语音练习1. 学生跟读，教师逐一纠正发音错误。
2. 进行简单的语音对比练习，如：/i/与/iː/，/æ/与/e/等。
四、课堂小结1. 总结本节课所学内容，强调发音技巧。
2. 布置课后作业：跟读音标卡片，练习发音。
第二课时一、复习1. 回顾上节课所学内容，提问：同学们，上节课我们学习了哪些音标？2. 学生分组进行语音对比练习，互相纠正发音错误。
二、新授1. 介绍英语语音中的连读现象，讲解连读的规则。
2. 展示连读示例，引导学生模仿发音。
三、语音练习1. 学生跟读连读示例，教师逐一纠正发音错误。
2. 进行连读练习，如：单词连读、句子连读等。
四、课堂小结1. 总结本节课所学内容，强调连读的技巧。
2. 布置课后作业：练习连读，尝试将所学连读技巧应用到实际对话中。
教学评价：1. 课堂表现：观察学生在课堂上的参与度、发音准确性等。
2. 课后作业：检查学生的语音练习情况，了解学生对所学知识的掌握程度。
备注：在教学过程中，教师应根据学生的实际情况调整教学内容和进度，注重学生的个体差异，鼓励学生积极参与课堂活动。
高中语音课英文教案
高中语音课英文教案[篇一：高中英语语音教学]新高中英语是人民教育、课程教材研究所根据教育部制定的《普通高中英语课程标准〔实验〕》〔下称《课程标准》〕编写的高中课程标准实验教科书。
高中英语课程总的目标是培养学生综合语言运用能力，即口头交际和笔头交际的能力。
口语交流包含听和说，在口语交流中交际的双方既要听懂另一方的话语，又要能使用自然规X 的语音语调表达意义。
听懂话语和口头表达意义都需要掌握口语的特点，这都与语音有关。
因此，语音教学在培养交际能力方面扮演着重要的角色，是语言教学的重要内容之一〔《课程标准》第64页〕，也是培养学生综合语言运用能力教学工作的一个组成部分。
在聆听信息处理过程中，听者要懂得使用连贯话语语音现象的知识去切分声音和解决歧义的问题〔何广铿，2002：35〕，因此，外国学生不管是否在自己的讲话中使用英语的弱读、连读、同化、省音等语音形式，他们必须懂得其存在；不然的话，他们要听懂普通英语口语会有困难〔cruttenden, 2001: 292〕。
从这个意义上来说，在语音教学中讲授英语连贯话语中的弱读、连读、同化、省音等现象有助于培养学习者的聆听能力。
当然，如果他们在话语中能使用这些语音形式，他们的话语会更像目的语的话语。
再者，由于英语存在不同的语体，如英国英语、美国英语等，明了它们的异同也能提高学习者的聆听能力。
我们可以说为了交际能力的培养，英语方言的知识应成为我国英语学习者语音学习的内容。
一些语音学家还对外国学生学习英语语调提出了意见。
外国学生如要培养较好的朗读技巧，需要懂得把英语话语切分为恰当的语调群〔intonational phrases，也可称 tone groups, thought groups〕；外国学生应注意把调核放在句子的焦点；外国学生还必须懂得使用恰当的语调，其中包括降—升调去表述意义〔cruttenden, 2001:275, 276〕。
这意味着要成功交际，外国学生在学习英语时还应注意意群〔语调群〕、停顿和语调的正确使用。
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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 whatthey will do if they are in those situations, let them discuss inpairs and then ask some ss answer the question after 3minutes. step 2: pre- readingteacher ask the ss to listen to the record to try to grasp thegeneral idea of the passage,try to answer 2 questions.step 3: while- readingusing task-based method to help the ss improve their readingskills in this step.task1. scanning :scanning the text and find the answer of 2 questions. lookingfor the information quickly without reading the whole text.task2. detail readingread the passage carefully and do true or false exercises onthe screen. let ss get further understanding of the article andcheck their reading results.step 4: language learningfind out the new words and phrases. let them guess from thecontext.new words: newphrases: step5:summaryss summarize what we have learnt and key points. make anassessment 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 yourselfand your family members? health. teaching aids: pictures, atape 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 newwords in the class;2. students may find it difficult to give appropriate advice tothe 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 ssthat i?m not feeling well today (write the sentence on theblackboard and guide ss to read it.) and get ss to guess thereason freely. if ss can?t get the answer, i?ll tell them that ididn?t have a good sleep last night. so i have a headache. (isay this by doing a gesture)step2: presentation of words and sentence patterns1. let one student imitate he has a kind of disease and ask theclass guess what ?s the matter with him. use the followingsentence: ”what?s the matter with him? ”“i have a stomache. ”2. show ss pictures of diseases.( write the words on the blackboard.) step3: pair workask ss to work in pairs and talk about health problems byusing 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 helpthem 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 itaccording to the picture orally.ask students to make a four -people group, one of them is adoctor, the other three are patients. ask the ss to role play adialogue .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 oneach group.step6: homeworktry to make a story according to the dialogue. blackboarddesign ：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 completelyamazed by the classroom. teaching aids: pictures, a taperecorder and ppt.teaching important points:get the ss to know the differences between the adjectivesending in -ing and -ed and learn the uses of them in thesentences.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 thelanguage points. then tell them what we are going to learn isthe differences and uses of the adjectives ending in –ing and –ed . ask students to think about the question below and try tofigure 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 thesentences which have the adjectives ending in -ing and –ed.try to find the differences and understand the meaning of theseadjectives.step 3 group worklet students work in groups and have a discussion. try to findthe differences of these adjectives and explain the meaning ofthese sentences according to the context.step 4 conclusion and exerciseinvite students to make a report about their group discussionand teacher will make a conclusion according to their report.find the grammar rules:1: the –ing form describes the people or things that cause thefeeling; （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 andcheck 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 : sentencepattern :.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 lesson material: threedays 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 ’appreci a ti o onf 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 werestricken 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 inthewoods?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 paragraph。