(完整word版)教师资格证考试高中英语教学设计模板(word文档良心出品)

1、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./what is.2. Ability aim: The students will be able to pronounce .3. Emotional aini: The students will be able to pronounce . more confidently.Teaching methods: 3-P model (Presentation, Practice,

2、Production)Teaching Aid: blackboard, PowerPoint, some cards, picture of vocal organTeaching Procedures:1. Step 1: Gieeting and Lead-iii Daily gieeting Lead-in:2. Step 2: presentationShow some cards to the students and ask them v/hat it is.(Ask student to read three sentences)3. Step 3: PracticeLet s

3、tudents practice the sound, and explain the right way to pronounce the sound.4. Step 4: ProductionSoimd discrimination and tongue twister5. Step 5: Siunmaiy (or consolidation)T: Today, we have leanied please remember the right way to pronounce. You should practice more after class.6. Step 6: Homewor

4、kPractice 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 /ia/Teaching aims:(1) Knowledge aim： be able to know how to pronounce the diphthong /ia/(2)Ability aim: By the end of the class, students should be able to pr

5、onounce the diphthong/i8/(3) Emotional aim： be able to pronounce the /i9/more confidentlyTeaching methods: 3-P model(Presentation, Practice. Production)Teaching aids: chock, blackboard, some cardsTeaching procedure：1) Step I Greeting and Lead-in2) Step II PresentationShow some cards to the students.

6、 Lead in the diphthong /ia/3) Steplll Practiceexplain the right way to pronounce the sound and practice the students the sound /is/.4) Step IV ProductionSound discrimination and tongue twisterStepV SummarizeStepVI HomeworkPractice the diphthong /ia/ with your partner稿子：Class begins. Good mornmg/afte

7、rnoon. 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 t

8、his 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,

9、 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/ia/. Now read after me, /i9/ /T: /io/T: /io/T： Now, do you know the right way to pronounce the diphthong /ia/?T： this is

10、 a diphthong. It begins with the first sound /i/.( write the ll on the blackboard) and glide towards the second sound /a/,( write the /a/ on the blackboard) remember?T： Ok, very good. Now who can pronounce the sound? Aslan, you, pleaseT： /io/, read after me.T： yes, very good. Lily, can you?T： OK Goo

11、d. 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, /ia/, /i9/, /ia/. Now read after me, /is/T: OK, excellent. Now, the whole class re

12、ad after me. /is/T: /io/T: /io/.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 clear?S: Yes.T: /io/. One two go.T: very good. Now group2T: good. You all have done a good job. Now let's do some exercise of sound d

13、iscrimination. Listen to me carefully and circle the words which contain the sound /i9/ from each of the following pairs N 1, peer pearT： excellent. N.2f tare tearT： are you sure9T: OK, very good. N.3deer dareT： great! N.4 mere mareT: you are so smart Now, please look at the blackboard There is a to

14、ngue 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 /is/; remember the right way to pronounce this sound. It begins

15、with the first sound /i/ and glide towards the second sound /s/. you should practice more after class. Your homework is to practice the diphthong /is/ with your partner. OK. Thats all for todays class. See you!TopicTeaching Aims:1. Knowledge aim: The students will be able to know how to pronounce./w

16、hat is.2. Ability aim: The students will be able to pronounce .conectly3. 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: Gieetin

17、g and Lead-iii Daily gieeting Lead-in: play a video and ask the students to pay attention to the pronunciation of native speakers. Then, ask some question about the video: What are they talking about? Do you notice how they pionuimce .? .2. Step 2: presentationRead the text and ask students to under

18、line the parts where the pronunciation phenomenon is similar with the one shown in the videoAsk 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 example

19、s on PPT.4. Step 4: ProductionSound discrimination and tongue twisterAsk students to discuss. with their partners.5. Step 5: SummaiyBriefly 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

20、 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 设计示范淬读 重读的教学步骤阅读课Teaching PlanTeaching Aims :1. Knowledge aim: students will be a

21、ble to understand the main idea and some details of the passage.2. Ability aim: students will be able to use reading skills such as skiiiHiiing and scanning.3. Emotional aim: Students can get more interested in English culture.Teaching Procedures：1. Step one: warming-up lead-in (1 minutes)Greeting.S

22、how 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 . Wliile eiijoy the video, students think over the following questions: .3. Step three: wliile-reading(4

23、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 que

24、stions: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(l minutes)Briefly review the content learned today.Let the students to write a composition ab

25、out 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,

26、- (common sense). Can you name some exanrples 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: Okt the video is over, who want to share his opinion with us? Aslan, go ahead.T: Thanks f

27、or 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 mam idea of the passage Here we go!（读课文）T： Ok, do you understand the whole passage? Great! So, who

28、volunteer to answer the question： whafs 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 finished? Good. So is the first statement true or false? Helen,

29、 what's your answer? T： Yes, it's true. What about the second one?（句子）true or false? OKt Stacey please.T: Yes! It's false. But can you explain why9T： Excellent! Itfs false because Now. the last one Any volunteer? Great. Mike, please.T： Yes, ifs true, too. Now, can you understand the whol

30、e 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 discjssion on the questions sho

31、wn 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 i

32、t seems like all of you have understood it. Now please work in pairs and try to retell the passage 111 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： Excelle

33、nt! Anyone else? Mark, please.T: Very good!T： Ok, so much for today. As we have learned ifs very interesting. Please write a composition about the ending of the story after class. That's all, yoj can have a break now.1 .阅读课的教学方案1. Teaching aims:1. Train the students5 reading ability.2. Enable th

34、e students to realize .3. Stimulate （激发）the studentsinterest and .2. Teaching methods:1. Fast reading to get general idea of the text.2. Carefill reading to understand the passage better.3. Teaching procedures （&f）：Stepl Lead-inUse some pictures of. to lead ill the topic.Step 2 Pre-reading1. Pla

35、y 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 Skinmiing （略读）1. Let the students

36、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 a

37、n the topic sentences.Part 1 （paragraph 1.） Step 5 Careftil reading.（问题）Ask the students to scan the second part and complete the chai t （图 表）with infbiiiiation from the passage.Ask the students to read carefiilly and finish the following tasks: .Read the statements and decide whether it is tme or f

38、alse 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）教学设计二.Teacliing Contents 教学内容Module 7 Unit4 Sharing Reading: A Letter HomeILAnalysis 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。通过 听、说、读、写等各种活动学习相关的语言知识，使学生了解世界上很多地方依 然很落后，从而懂得同情，学会分享。了解一些志愿者工作的信息，培养学生互 助合作的精神和社会责任感。结合针对短文话题的探讨激发学生的国

39、际意识，通 过各种渠道力所能及地为贫困地区的孩子做出自己的贡献。本课设计的这篇课文是一个志愿者的一封家书，她在巴布亚新几内亚共和国 的一个小山村教书。信中详细地描述了她所在学校的情况和她去一个学生家做客 的经历。通过这封信，学生可以了解巴布亚新几内亚共和国各部落的生活状况和 风俗习惯.同时能够更好地理解志愿者的工作。二.Analysis of students 学情分析1 .学生经过高中阶段必修1选修6的学习，具备了一定的阅读技能.如 查找细节信息,抓住段落要点和全文大意等,在阅读速度方面也有了较大的提高, 这有助于学生较好地完成这个课时的课文阅读。同时，在听、说、写等方面也有 了一定的基础。

40、2 .这个单元的话题是分享、帮助与合作。对于高二的学生而言，他们的价 值观人生观已经基本形成,本课通过阅读志愿者的家书，了解一些志愿者的工作, 小组讨论“如果你/你们是志愿者你/你们将做什么工作？为什么？”帮助学生认识 这个世界.理解互助合作的意义，即在帮助他人的过程中实现自己的人生价值。3 .学生在这节课的学习过程中需要用到预习策略、搜集分析信息策略、归 纳整理策略等，Z .Design of Teaching Objectives 教学目标4 .Knowledge objectives 知识目标(1)学生能够正确读写及运用本课出现的单词。(2)学生掌握本课词组的意思并能在句子中熟练运用。2

41、,Abilityobjective能 力目标(1)强化略读、查读等阅读技能，训练通过寻找关键词、主题句等方式更快速 并准确地确定文章的段落大意，理清文章的总体框架与脉络的技能。(2)增强阅读理解能力；发展借助图片、表格等非语言信息进行语言输出的能 力。3.Affective objectives 情感价值目标（1）帮助学生理解志愿者工作的意义.培养学生在日常生活中帮助他人、扶贫 救困的爱心。（2）在小组合作互动中，增强学生的团队合作精神与分享意识。Z .Teaching Important Points（教学重点）a.获取巴布亚新几内亚独立国各部落生活状况和风俗习惯的信息；b .阅读 能力的培

42、养和阅读技巧的训练，如精读课文完成表格填空 等。二.Teaching Difficult Points（教学难点）a.理解作为志愿者工作的意义，从而树立正确的价值观；b.训练用英语获取信息、处理信息、分析问题和解决问题的能力。二.Teaching Methods（教学方法）1. Taskbased method to make students interested in what they will leam.（任 务 型教学法）2. Fast reading to get the general idea of the passage.（略读法）3. Careftil reading to

43、 get some detailed information.（细读法）二.Teaching Aids:（教学手段）多媒体教学二.Teaching procedures （教学程序）Step I Warming-up and lead inL幻灯片1T: Class, firstly let's enjoy a video and a song. Ss: Enjoy the song and the video. T: W hat can you see from the video?Ss: I can see many students are planting trees/help

44、ing the disabled/cleaning the streetT: What can you learn from the video and the video? Ss: We should devote our youthf ul power to the world. 2.幻灯片 2T: So we should leam to share.Ok,this is our today's topic sharing. Our main task is re ading. 2.幻灯片3T: Now, class, just have a tliink, what do yo

45、u mean by “sharing"? Let's look at it. Ss: Read the meanings together. 3.幻灯片 4T: Tlie people who are helping others in the video are called vohmteers. Aohuiteers ar e not paid which means they aie not given money, not because they aie not worthless but because they are priceless, but becaus

46、e they cannot be measured by money. Are y on clear? Ss: Yes.T: Here is the sign of volunteer. Do you know what the sigil stands fbr? A Hand? Ss: Help.T:A Heart? Ss: Love. T: A Dove? Ss: Peace. T: A Letter "Y”? Ss: Youth. T: Do you w ant to be a volunteer? Ss: Yes.T: Ybu are gieat. So you must k

47、now what a volunteer usually does. 4.幻灯片 5-9T: Ybu can answer the question according to the pictures. Ss: (give their answers)T: (Siun up) Yes, there are different kinds of vohuitaiy work vohmteers can do.设 计 说明本环节主要是课文导入和热身环节,利用多媒体播放和本课主题相关的直 观、生动的图片和音乐，创设轻松和谐的课堂气氛.激发学生兴趣，自然进入本 课话题，教师联系生活实际展开教学。Ste

48、p U.Pre-reading 幻灯片10T: Now, class look at the title and pictures tiy to guess "What's the author's work?” Ss :She is a teacher.T: Yes, she is also a volunteei; so she is great.设计说明通过看幻灯片呈现的题目和图片，让学生猜测本文作者的工作，激发 学生探究问题的兴趣,有利于阅读活动的展开。Step III. While-readingTask 1 Fast reading L幻灯片 11T: O

49、k, class. Do you want to know more about her? Ss: Yes.T: So you should skim and scan the text quickly. Try to get its main idea. Ss: (skim an d scan the text)T: Have you finished? Ok, I want one student to come to the blackboard to fill in the b lanks. Then check the answers. 2.幻灯片 12T ： How many pa

50、ragiaphs in the text? Ss: Nine.T: Ybu can divide it into 4 parts and match each part with its main idea. I'd like one st udent to do it. Then check the answers. 3.幻灯片 13T: Here are some mfbniiation. rd like you to read them and tell “True or False“ then t ry to find where the infbnnation is in t

51、he text, if false conect the wrong place.设计说明快速限时阅读把阅读课文作为整体来处理，掌握主旨大意，这一任务 过程中为了降低难度设空完成学生比较容易接受o在对课文表层理解的基础上, 要求学生根据每段大意把文章进行划分部分，进一步理解了文章之后。让学生做 判断正误题，巩固了学生对课文内容信息的掌握。本环节难度不高.学生都能很 好地完成任务，不仅训练和提高了学生略读、查读的阅读技能，而且，提高了学 生阅读的积极性。Task 2 Detailed reading1,幻灯片14T: Yoifve done a good job. Since we know t

52、he general idea of the text. Let's co me to the customs and lives of people in Tombed villiage.Listen to the text and pay at tention to the pronunciation, meanwhile, you can read after the listening and miderliiie the detailed infonnation in the text. Ss;(listen to the text and read) 2.幻灯片 15,16

53、T: Ok, class let's look at the blackboard and fill in the blanks. Who can read fbr us? Ss:(Read the answers) 3. Read aloudT: Do you have any questions? Now read the text aloud to find out your difficul ties. Ss :( read the text aloud)设计说明本环节充分发挥多媒体优势教学先让学生听录音的同时跟读来 完成细节信息填空，这样不仅可以训练学生的听力而且让学生了解了

54、巴布亚新几 内亚独立国部落的生活状况和风俗习惯信息，在此基础生让学生通过朗读训练学 生朗读能力提高语音语调,鼓励学生发现文章中的疑难点并解决。Step 二 Post-reading1.幻灯片17T: (Solve the important sentences from the text) Here is the sentence, tiy to read and translate it into Chinese. It is also about the grammar, analyze it.Ss: (tianslate and analyze the sentence) 2.幻灯片 1

55、8T: What do you leam from the text?Ss: We know that Jo worked as a volunteer teacher in a poor area.T: Yes. What would you do if you were a vohuiteer? Wliy? Now class, turn aroiin d and you can discuss with your members quickly.Ss: (discuss with their members)T: OK,stop please. Let's share your

56、wonderful discussion, firstly which group? S s: (show their discussion) T: Well done! 3.幻灯片 19T: There are many people around us. in our comitiy or even in the world who nee d different kinds of help. So vohmtaiy work is an nnpoitant and great cause. Not only can it make people live better but also

57、it can bring happiness to vohmteers. So we sho uld fbnn a sense of helping others and take an active part ill any kind of vohuitary acti vities from now on and try to make the world more beautifiil and hamionious. Just sta nd up and show me your voluntaiy gestures, let's sing together. Are you ready? Ss: Ye s.( sing together)T: I think yoifve sung veiy well but I believe we can do better than sing. Yes? S s: Yes. T: You are great!设计说明本环节属于读后活动，首先处理课文中的一个典型的长难句，这 也引出了本课的语法项目定语从句。小组讨论“如果你/你们是志愿者你/你们将做 什么工作？为什么？”使学生更好的了解了这个单元的主题，帮助他人、分享合 作。教师可以进一步了解学生对于志愿者工作和帮助他人的看法，有利于进行德 育教育，帮助学生